West Sussex children’s social
care
Children’s social care
Foster Carers’
Handbook
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
1
West Sussex County Council
Foster Carers’ Handbook
Contents
Introductions
11
Section 1. What is Fostering?
A foster care charter
14
National minimum standards and UK standards for foster care
15
What foster carers can expect from social workers
19
What social workers can expect from foster carers
19
Fostering for West Sussex
20
Assessment and approval of foster carers
21
Annual reviews
21
The fostering panel
21
The foster care agreement
22
Termination of approval
22
Support and supervision of foster carers
23
Information kept about foster carers
23
Support groups
23
Training
23
Significant changes, fostering limit and exemptions
24
Complaints and allegations
24
United Foster Care Association
24
WS097 / Edition 5 / March 2009
2
West Sussex children’s social care
Foster Carers’ Handbook
Section 2. Equal opportunities and valuing diversity
National foster care standard 1
25
Equal opportunities statement
25
Putting the principles of the Children Act into practice
26
The fostering service
27
Children’s rights
27
Combating racism and discrimination
28
How foster carers can encourage cultural identity
28
Religion
29
Disability
29
Definitions
30
The importance of language
30
Section 3. Assessment of children and young people’s needs
National foster care standard 2
31
Making an assessment of need and determining eligibility and priority
32
The assessment framework
33
What should be included in a child’s developmental needs?
34
What should be included in parenting capacity?
34
What should be included in family and environmental factors?
35
Section 4. Care planning and reviews
National foster care standard 3
37
Care planning
38
Children subject to care proceedings
39
Foster carers and care planning
41
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
3
Section 5. Matching carers with children and young people
National foster care standard 4
45
West Sussex policy and expectations
46
Placement agreements
47
Making better placements
48
Before a child is placed
48
How children are placed
49
Pre-placement medical
49
Background information
49
Initial equipment and clothing
50
Legal position
50
Beginnings – some practical hints
51
Foster carers’ home and own family
52
Some ideas to help children cope
53
Section 6. The child or young person’s social worker
National foster care standard 5
55
Planning and reviews for looked after children
55
Visits by the child and young person’s social worker
56
More about assessment and action records
57
Section 7. A safe and positive environment
National foster care standard 6
59
Beds and bedrooms
59
Health, safety and hygiene
60
West Sussex County Council expectations
61
Lifting and handling
62
Seatbelts and car safety
62
Alcohol
63
Smoking
63
Fire risks and safety in the home
64
Toys and equipment
65
Safety and accident prevention
68
WS097 / Edition 5 / March 2009
4
West Sussex children’s social care
Foster Carers’ Handbook
Section 7. A safe and positive environment continued...
Pets
68
Management of behaviour
68
Discipline and corporal punishment
70
Children of the foster family
71
Use of sanctions and problems with sanctions
74
Some do’s and don’ts for working with children and young people
75
Problems foster carers may meet
76
Emotional development
79
Coping with crisis
79
Sexuality and sexual orientation
80
Confidentiality
82
Bullying
83
Separation
84
Death and divorce
85
Going to hospital
86
Sleep
87
Toilet training
88
Life story work
89
Caring for babies
90
Children with disabilities
91
Education of children with special needs
93
Children missing from placement
94
Leisure and employment
95
Holidays
97
Baby sitters
97
Overnight stays
98
Play, hobbies and leisure
98
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
5
Section 8. Safe caring
National foster care standard 7
101
Child abuse
102
Physical abuse
102
Neglect and non-organic failure to thrive
104
Emotional abuse
104
Sexual abuse
105
Looking after a child who has been sexually abused
106
Allegations against foster carers and members of their family
111
Section 9. Recording and access to information
National foster care standard 8
113
Records and record keeping
114
What to record?
114
Guidelines for record keeping
114
To whom do records belong?
116
Writing up records
116
Confidentiality
116
Information the Department holds on foster carers
117
Section 10. Contact between children and their family and friends
National Foster Care Standard 9
119
Underlying principles
119
The birth parents
120
Children Act duties
121
Contact visits
121
Terminating contact
121
Support after placement
121
Difficulties
122
Importance of sharing information
123
WS097 / Edition 5 / March 2009
6
West Sussex children’s social care
Foster Carers’ Handbook
Section 11. Health care and development
National foster care standard 10
125
Health – the law
126
What happens in West Sussex?
126
Medical examinations and health assessments
126
General practitioner registration
127
Medicals
127
Aspirin
127
Minor accidents
127
First aid
128
Inpatient hospital treatment
129
Serious accidents and illness
129
Infectious diseases
129
universal infection control
132
Sex education and contraception
134
Drug and substance misuse
134
Allergic illness
136
Dental care
136
Eye care
137
Hearing
137
Foot care
138
Skin care (sunburn)
138
Growth and development – diet and exercise
138
Immunisation
139
Food
139
Menstruation
141
Personal hygiene
141
Death of a foster child
141
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
7
Section 12. Educational needs
National foster care standard 11
143
School and education
144
Looked after children education team
144
Which school?
145
Pre-school children
145
Starting school
146
Managing a change of school
147
Preparation for leaving school
148
Higher education and further training
148
Section 13. Preparation for adult life
National foster care standard 12
149
West Sussex Leaving Care service
150
Leaving home and transitions
152
Preparing young people for leaving home
152
Moving on
155
Permanency planning for children
155
Matching
155
Introductions
156
Contact
156
Permanent placement with foster carers
156
Planned goodbyes
157
Unplanned removals and disruptions
157
Section 14. Supervision, support, information and advice for foster carers
National foster care standard 14
159
Values and principles
160
Aims of the Fostering Service
164
Service structure
165
The role of the family placement social worker
165
Locality child care teams
166
Out-of-hours emergency social work service
167
WS097 / Edition 5 / March 2009
8
West Sussex children’s social care
Foster Carers’ Handbook
Section 14. Supervision, support, information and advice for foster carers continued...
The foster carer’s role
167
Family placement workers’ role
168
Supervision
169
Unannounced visits
170
Working with the child’s social worker
171
Contact arrangements
173
End of a placement
174
Section 15. Training of foster carers
National foster care standard 15
175
Training programme for foster carers
176
The foster carer development pathway
176
Representation process
177
The approval process
178
Level 1 courses
178
Level 2 courses
179
Level 3 courses
179
Level 4 courses
180
General points for all carers
180
Development pathway diagram
181
Section 16. Annual reviews with foster carers
National foster care standard 16
183
The regulations in full
184
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
9
Section 17. Foster care panel
National foster care standard 23
187
Establishment of panels – Regulations
188
Function and purpose
189
Meetings of the fostering panels
190
The assessment process
191
Approval of foster carers
192
Reviews and termination of approval
193
Annual reviews: departmental policy
194
Training and development
196
Section 18. Payment of allowances, expenses and reward payments
National foster care standard 17
197
Reward payments
198
The Payment and Accreditation scheme
198
Appendices
1. Draft policy on physical restraint
199
2. Management structures
207
3. Recruiting and retaining an appropriate range of carers
211
4. Professional qualifications and training for social workers
213
5. Placements by other local authorities or agencies
215
6. Compliments and complaints procedure for children and families
217
7. Education matters
229
8. Fostering and accreditation scheme – task and skills profile
247
9.Foster care payment and accreditation scheme
267
WS097 / Edition 5 / March 2009
10
West Sussex children’s social care
Foster Carers Handbook
This page is blank
Doc 925 / Edition 2 / January 2005
West Sussex children’s social care
Foster Carers’ Handbook
11
Introductions
This handbook is designed to be a good practice guide for foster carers (both new and established),
for the family placement social workers who supervise and support foster carers, and for the social
workers of the looked after children and young people who are placed with foster carers. It gives
helpful guidance and information, and sometimes instructions, on departmental aims, policy and
procedures. Each section gives the national Foster Care Standards for each area of work, which allows
all involved in foster care services to be clear about what is required.
It is also a guide for day-to-day practice, and therefore a useful reference book.
The Handbook covers the practice of fostering, the legal and social work framework, and the
emotional impact of looking after other peoples’ children. Not every situation that foster carers will
encounter will have been covered, and this guide is not a substitute for a good working partnership
between foster carers, their link workers and the social worker for the child. Each child or young
person is an individual with a unique personality and needs, and can expect a response from all those
that are caring for them that is tailored to their needs.
John Dixon
Executive Director, Adults and Children
Dear foster carer
As a foster carer for West Sussex County Council you will have automatic membership to the United
Foster Care Association. The objectives of the Association are to:
1. Promote better understanding of foster care and improve the quality of service given to
children and young people.
2. Provide a unified voice for foster care in partnership with the statutory authority and others
engaged in foster care.
3. Encourage contact between and promote the welfare of foster carers.
4. Encourage suitable persons to become foster carers.
The association’s committee is made up of foster carers whose role is to uphold these objectives. One
of the ways we strive to fulfil this task is to work in partnership with West Sussex County Council and
others to give foster carers a voice within the decision-making arena. This includes members sitting
on different committees and being consulted when new initiatives are proposed. One such project
has been the construction of this Handbook.
As an association we welcome the introduction of an up-to-date handbook that covers many areas of
foster care and we were pleased to have been given the opportunity to voice our views on the
content and to be consulted at every stage of the development of the handbook.
It is important that foster carers are given as much information as possible to help them in what is a
very difficult and challenging profession, and it is hoped that this handbook will be a valuable source
of accessible information that can be continually updated as changes occur.
I hope you find the Handbook useful. With best wishes for happy and productive fostering.
Susie Pickett
Chairman, United Foster Care Association
WS097 / Edition 5 / March 2009
12
West Sussex children’s social care
Foster Carers’ Handbook
Section 1
What is fostering?
Fostering is helping a child or young person by looking after them in your own home at a time when
their family is unable to do so. This may be due to family ill-ness, relationship difficulties, family
breakdown, or sometimes because the child is badly treated, abused or neglected. Foster carers are
asked to provide a safe, secure, stable and stimulating environment for the child or young person.
More often than not, there is much more for foster carers to do. They work with the child or young
person's family, and with West Sussex County Council, to help as many children and young people as
possible to return home quickly.
Whether or not returning home is possible, foster carers also help maintain the child's or young
person's relationships with their birth families. This may mean helping children and young people
visit their parents, their brothers and sisters, and members of their extended family who are
important to them. It may mean enabling family members to visit the child or young person at the
foster home. It always means keeping careful records during the child or young person’s stay, and
providing parents and social workers with information about their child.
Wherever possible, brothers and sisters are looked after in the same foster home, and in the same
area or community as their parents. Foster carers maintain links with schools and clubs attended by
the child or young person, and when possible, enable children keep their existing medical
practitioners.
Foster care can last for days, months or even years. Most children return home to their family but
others may be fostered long-term, adopted, go to live in residential care, or are helped to live
independently.
Social workers and foster carers work in partnership with parents to help them look after their
children. Every child and young person who is looked after should have a social worker, who is
available to advise and assist foster carers in their care of the child in a variety of ways. Foster carers
are provided with training and support to help them deal with the more difficult aspects of being a
foster carer.
Social workers visit the child or young person, usually in the foster home. There are regular meetings
for the child or young person, their family, social workers and the foster carers to discuss the situation
and plan what happens next.
Every child and young person looked after needs to gain as much as possible from their education.
Foster carers need to encourage children to learn and to enjoy school. They may have a lot of contact
with schools or colleges and will need to support the child or young person in doing homework.
Foster carers have to promote and protect the physical and mental health of children and young
people they look after. This will involve such things as arranging for regular dental, therapeutic and
medical attention. They also need to be able to listen to the child or young person to enable them to
express their feelings. They also need to be able to talk to social workers about any concerns, and to
press for any extra services the child needs. Foster carers have access to confi-dential information
about the child or young person and their family. Foster carers need to respect and protect the child
and the child’s family's confidentiality. They learn who can be told what information - sometimes
their own family has to accept that they can only know a little about why a child is being looked after.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
13
Children who are in foster care are special because they are not living with their own families. The
professional task of foster carers and social workers is to make life as normal as possible for the child,
bearing in mind that they have experiences that may not be fully understood or about which there is
only partial information.
Fostering is not like any other work. It involves the whole family and takes place in the foster carer's
own home. It is very rewarding but can also be very demanding and working in partnership with
many different people can be difficult. Foster carers must be able to pay special attention to their
own children's needs and recognise when they need help from someone else to solve a problem or
relieve stress.
It is very important that people who want to become foster carers have enough information to help
them decide whether fostering is right for them and their families. They also need training to prepare
them for the task.
WS097 / Edition 5 / March 2009
14
West Sussex children’s social care
Foster Carers’ Handbook
A foster care charter
Children and young people who are fostered deserve the highest standards of care, and it is the
responsibility of all those involved to provide a high quality service.
West Sussex, along with Fostering Network believes that all children and young people needing
substitute care, whatever their physical or mental abilities, should have the opportunity to live in a
family. To achieve this:
1. Foster care must be a partnership between the carers, supervising social workers and the child
or young person’s social worker all working together in the best interests of children and young
people. Wherever possible this partnership should extend to children or young people in care
and their parents or interested relatives.
2. The cultural, racial and religious identities of children and young people, their parents and
foster carers must be respected in the development of the foster care service and in the making
and support of individual placements.
3.
Children and young people have the right to continuity in their lives so that their identity can
be maintained and developed, their physical and mental well-being promoted and their full
potential achieved.
4. The true cost of caring for a foster child or young person must be met and foster carers given
the opportunity to receive payment for their time, experience and skills.
5. Foster carers and social workers have a right to preparation for their job and a responsibility to
use training opportunities to develop their knowledge and skills.
6. Carers, social workers, children and young people in care, and their parents must be able to call
upon the Family Placement Service for support.
7. The responsibility of the Family Placement Service to the foster carers, the purpose and goals of
each placement and the responsibilities of all parties must be stated in writing.
8. Formal decisions relating to individual children and young people in foster care should be
taken in full consultation with the child, their parents, and the foster carers.
9. Foster carers, children and young people and their parents should be able to challenge
decisions and plans proposed by the fostering agency and be made aware of the procedures
whereby they can exercise their right of challenge.
10. Young people leaving care must be offered agency support, which recognises that all young
people continue to need support into adulthood.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
15
Minimum standards
Under the Care Standards Act 2000 (CSA), the Government sets out minimum standards by which the
National Care Standards Commission (NCSC) will determine whether fostering services providers are
providing adequate services to meet the needs of the children for whom they provide foster care.
The National Minimum Standards for Fostering services focus on outcomes for children and young people
through focussing on how the service is managed, organised and how it fulfils its professional role.
It is these standards against which the Authority is inspected by the Care Standards Commission. The
UK National Standards for Foster Care, produced in 1999 continue to be applicable to fostering
services. Those standards are more far-reaching and child-centred – in the sense that they cover all
aspects of the life of the foster child, not only the services provided by the fostering service. Although
the National Minimum Standards were issued under the Care Standards Act and therefore have legal
force, the UK Standards have no formal legal status. They do however represent best practice and are
therefore used in this handbook as the standards to which West Sussex County Council aspires.
In order to provide a brief overview the main National Minimum Standards are detailed below
through repetition of the statement of the outcome to be achieved by the fostering service provider.
Standard 1: Statement of Purpose
There is a clear statement of the aims and objectives of the fostering service and of what facilities and
services they provide.
Standard 2: Skills to carry on or manage
The people involved in carrying on and managing the fostering service possess the necessary
business and management skills and financial expertise to manage the work efficiently and
effectively and have the necessary knowledge and experience of child care and fostering to do so in a
professional manner.
Standard 3: Suitability to carry on or manage
Any persons carrying on or managing the fostering service are suitable people to run a business
concerned with safeguarding and promoting the welfare of children.
Standard 4: Monitoring and controlling
There are clear procedures for monitoring and controlling the activities of the fostering service and
ensuring quality performance.
Standard 5: Managing effectively and efficiently
The fostering service is managed effectively and efficiently.
Standard 6: Providing suitable foster carers
The fostering service makes available foster carers who provide a safe, healthy and nurturing
environment.
Standard 7: Valuing diversity
The fostering service ensures that children and young people, and their families, are provided with
foster care services which value diversity and promote equality.
WS097 / Edition 5 / March 2009
16
West Sussex children’s social care
Foster Carers’ Handbook
Standard 8: Matching
Local authority fostering services, and voluntary agencies placing children in their own right, ensure
that each child or young person placed in foster care is carefully matched with a carer capable of
meeting her/his assessed needs. For agencies providing foster carers to local authorities, those
agencies ensure that they offer carers only if they represent appropriate matches for a child for whom
a local authority is seeking a carer.
Standard 9: Protecting from abuse and Neglect
The fostering service protects each child or young person from all forms of abuse, neglect,
exploitation and deprivation.
Standard 10: Promoting contact
The fostering service makes sure that each child or young person in foster care is encouraged to
maintain and develop family contacts and friendships as set out in her/his care plan and/or foster
placement agreement.
Standard 11: Consultation
The fostering service ensures that children’s opinions, and those of their families and others
significant to the child, are sought over all issues which are likely to affect their daily life and their
future.
Standard 12: Promoting development and health
The fostering service ensures that it provides foster care services which help each child or young
person in foster care to receive health care which meets her/his needs for physical, emotional and
social development, together with information and training appropriate to her/his age and
understanding to enable informed participation in decisions about her/his health needs.
Standard 13: Promoting educational achievement
The fostering service gives a high priority to meeting the educational needs of each child or young
person in foster care and ensures that she/he is encouraged to attain her/his full potential.
Standard 14: Preparing for adulthood
The fostering service ensures that their foster care services help to develop skills, competence and
knowledge necessary for adult living.
Standard 15: Suitability to work with children
Any people working in or for the fostering service are suitable people to work with children and
young people and to safeguard and promote their welfare.
Standard 16: Organisation and management of staff
Staff are organised and managed in a way which delivers an efficient and effective foster care service.
Standard 17: Sufficient staff/carers with the right skills/experience
The fostering service has an adequate number of sufficiently experienced and qualified staff and
recruits a range of carers to meet the needs of children and young people for whom it aims to
provide a service.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
17
Standard 18: Fair and competent employer
The fostering service is a fair and competent employer, with sound employment practices and good
support for its staff and carers.
Standard 19: Training
There is a good quality training programme to enhance individual skills and to keep staff up-to-date
with professional and legal developments.
Standard 20: Accountability and support
All staff are properly accountable and supported.
Standard 21: Management and support of carers
The fostering service has a clear strategy for working with and supporting carers.
Standard 22: Supervision of carers
The fostering service is a managed one which provides supervision for foster carers and helps them
to develop their skills.
Standard 23: Training of carers
The fostering service ensures that foster carers are trained in the skills required to provide high
quality care and meet the needs of each child/young person placed in their care.
Standard 24: Case records for children
The fostering service ensures that an up-to-date, comprehensive case record is maintained for each
child or young person in foster care which details the nature and quality of care provided and
contributes to an understanding of her/his life events. Relevant information from the case records is
made available to the child and to anyone involved in her/his care.
Standard 25: Administrative records
The fostering service’s administrative records contain all significant information relevant to the
running of the foster care service and as required by regulations.
Standard 26: Premises
Premises used as offices by the fostering service are appropriate for the purpose.
Standard 27: Financial viability
The agency ensures it is financially viable at all times and has sufficient financial resources to fulfil its
obligations.
Standard 28: Financial processes
The financial processes/systems of the agency are properly operated and maintained in accordance
with sound and appropriate accounting standards and practice.
Standard 29: Payment to carers
Each foster carer receives an allowance and agreed expenses, which cover the full cost of caring for
each child or young person placed with him or her. Payments are made promptly and at the agreed
time. Allowances and fees are reviewed annually.
WS097 / Edition 5 / March 2009
18
West Sussex children’s social care
Foster Carers’ Handbook
Standard 30: Fostering panels
Fostering panels have clear written policies and procedures, which are implemented in practice,
about the handling of their functions.
Standard 31: Short term breaks
Where a fostering service provides short-term breaks for children in foster care, they have policies
and procedures, implemented in practice, to meet the particular needs of children receiving shortterm breaks.
Standard 32: Family and friends carers
These standards are all relevant to carers who are family and friends of the child, but there is a
recognition of the particular relationship and position of family and friends carers.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
19
UK national standards for foster care
The UK National Standards for Foster Care, published by the NFCA (now called Fostering Network) in
1999, emphasized the important part played by the foster carers of both statutory fostering services,
and independent fostering agencies. Fostering services depend on the willingness of families and
individuals to share their homes and their lives with children whose parents are temporarily or
permanently unable to care for them. Foster carers also share their lives with a range of professionals
with whom they work in partnership.
What foster carers can expect from social workers
G
G
G
G
G
G
G
G
G
G
G
G
G
G
The right to expect that relevant regulations and responsibilities in meeting the needs of
children and young people are being met.
That good practice instructions and guidance are followed.
To be treated without discrimination and respected as a colleague.
To be accepted as valuable and important members of a caring team sharing difficulties.
Regular visits and support/supervision from a linked family placement social worker.
Access to the West Sussex County Council children’s social care complaints procedure.
A programme of Training.
To be informed of the nature and detail of a complaint being made against them at the earliest
time, consistent with the best interests of the child involved.
Information about departmental polices and procedures.
Availability of local Support groups.
A right to be paid legitimate expenses, boarding out (fostering) allowances, and a reward
element promptly and accurately.
Visits to and supervision of the child or children placed with them by the child’s social worker.
To be provided with special equipment as appropriate in order to care for a particular child.
Information about the child or children placed with them.
What social workers can expect from foster carers
G
G
G
G
G
G
G
G
G
G
G
G
A commitment to the aims and the task of fostering
Attendance at meetings about any children placed with them
Contact and communication with the agencies involved with the child (e.g. school, churches etc.)
A willingness to work with birth parents and the other members of the child’s family
To inform their linked family placement social worker of changes to their household, and any
problems that arise for them.
An interest in developing their skills, and attendance at training courses.
Respect for confidentiality.
To follow department policies and procedures.
Respect for a child's religious, linguistic and cultural heritage.
To adhere to the foster carer agreement.
To afford the same level of protection and care to a child as they would their own child.
To use the money provided for the care of the child for that purpose.
Fostering is a professional role, but it can also become a way of life -– rewarding, enjoyable and
challenging.
WS097 / Edition 5 / March 2009
20
West Sussex children’s social care
Foster Carers’ Handbook
Fostering for West Sussex
Fostering is one of many services provided by West Sussex to support families who are in crisis.
Where possible West Sussex County Council try to keep families together. However, sometimes
children and young people need to be cared for outside of their own families, either through the
consent of their parents or through the authority of a court order.
Short-term fostering
Foster carers approved as task centred foster carers who can take children and young people within
the age range for which they are approved for periods of days, weeks, months, but it is never
intended to be a long or permanent placement. Most children will return home to live with their
parents or relatives.
There are some specialist tasks:
G Pre-adoption fostering
Some foster carers look after babies and younger children who are waiting to be placed for
adoption. This is a skilled task which assists a young child to move on to a permanent family.
G Teenage Fostering
Foster carers approved as task centred carers for adolescents can look after young people over
the age of 13, and up to 18, for varying periods. Caring for these young people is concerned
with the development of life skills and a planned move to independence.
G Planned Breaks for Disabled Children
Some foster carers specialise in providing respite care for children with disabilities, or with
difficult behaviours. These foster carers make a commitment to a child to provide relief care on
a regular basis, offering birth parents or other foster carers a built in break.
G Emergency placements
Some foster carers agree to take placements at short notice, sometimes an unplanned
placement during office hours and sometimes during the evenings or weekends. Any foster
carer may be approached who has a vacancy.
Adoption and long-term fostering
Most children in short term foster placements return home, but if rehabilitation is not possible
adoption will be considered. Adoption involves the permanent transfer of all the legal rights and
responsibilities for the child from the birth parents to the adoptive parents.
For younger children the Family Placements Service will look for families already approved as
adopters. Occasionally, short term foster carers ask if they can offer a permanent home to a child they
are looking after. Fostering and Adoption are very different tasks and if a permanent placement is
under consideration, the foster carer will need to be re-assessed and approved as either adopters or
long term foster carers. For some children, who maintain close and significant relationships with their
birth parents and/or relatives, long term fostering may be a more appropriate placement choice than
adoption. Foster carers can be approved as long term foster carers for this reason
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
21
Family and friends foster carers (kinship care)
Kinship carers are friends or family members who agree to care for a child or young person who is
already known to them. They are assessed and approved in much the same way as other foster carers.
Many children and young people in contact with social workers and West Sussex County Council are
"in need" , but do not need to be "looked after" in residential children’s homes or by local authority
foster carers.
In West Sussex, social workers work hard to keep families together, and often relatives or family
friends offer to help out by temporarily or permanently caring for the children. The local authority can
assist with the additional financial costs to help relatives and friends to care for the child.
Assessment and approval of foster carers
People who wish to be considered will attend a ‘Choosing to Foster’ course and undertake an
assessment with a social worker over period of approximately six months. The social worker will
explain what fostering entails, talk through the skills and knowledge (competencies) that are needed
and discuss the applicants’ own knowledge and experience.
The social worker will use the information that the applicants provide to write a report that gives an
accurate picture of the applicant foster carer and the family. The report will also describe what the
prospective foster carers can offer a child or siblings who need to be fostered and what further
training the carer will need.
The social worker will make a recommendation in the report, but the final recommendation to the
agency decision maker (on behalf of the Executive Director, Adults and Children) is made by a panel
of people with experience and expertise in fostering [see below ‘The Fostering Panel’].
Once approved by West Sussex, foster carers can only work for this authority, although they can be
‘loaned’ to another authority if they consent to this.
Annual reviews
The Fostering Regulations require that carers are reviewed annually. This review considers the
suitability of the carer to continue to foster. A review can also be held at any other time if there is a
change in circumstance or an issue of concern.
Reviews are usually carried out at the foster carer’s home and it is a two way process where the carers
can also express their views about the Fostering Service, and West Sussex County Council in general.
WS097 / Edition 5 / March 2009
22
West Sussex children’s social care
Foster Carers’ Handbook
The Service Manager will approve the decision taken at the review unless this is the first Annual
Review, or there is a contentious issue or a change of approval, that will necessitate the review report
being presented to the Fostering Panel. Whatever the process, the foster carers are notified of the
outcome in writing. All foster carers are requested to sign a new Foster Carer’s Agreement following
each Annual Review.
The fostering panel
The Fostering Panel considers:
G all applications to become approved task centred or family and friends (kinship care)
foster carers
G any changes in approval criteria (which could be the result of a review, or a significant
change in circumstances)
G reports submitted following an allegation of abuse in a foster home, or matters arising
from the abuse
G reports submitted following an allegation of inappropriate behaviour by a foster carer
G developments in the Fostering Service
Membership of the West Sussex Fostering Panel includes people with a wide range of experience and
interest. The Panel has an independent Chairperson. Papers are presented to the Panel and the
discussions held are confidential.
The Panel chair makes recommendations to the Executive Director, Adults and Children, who is the
agency decision maker for West Sussex. All decisions will be notified to the applicants in writing and
in person. If applicants disagree with the decision, they will be given details of the appeals procedure.
The foster care agreement
The regulations require that West Sussex County Council enter into a written agreement with all
foster carers at the time they are approved. This "contract" lays out the Department's expectations of
carers, and the terms and conditions of partnership between the authority and the carer.
Termination of approval
If foster carers make the decision to give up fostering for West Sussex, their approval will cease and
their name(s) removed from West Sussex’s Register of Foster Carers. In circumstances where foster
carers are considered no longer suitable, either through the review system or because of an incident
which causes serious concerns, the matter will be considered by a Conduct Panel (a specially
convened Fostering Panel). The Panel can recommend the termination of approval and the
deregistration of foster carers. If foster carers disagree with the decision, they will be given details of
the appeals procedure.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
23
Support and supervision of foster carers
Foster carers are supported and supervised by linked social workers from the Family Placement
teams. The link worker's role covers a variety of matters: supervision; advice and encouragement;
equipment and finance; and assisting foster carers in their task.
Information kept about foster carers
The Family Placement Regulations 1991 and the Fostering Regulations 2001 require West Sussex
County Council to keep the following information on all foster carers:
1. The Assessment Report, attachments and references.
2. A record of the Panel’s approval (and termination if appropriate).
3. A record of all children placed.
4. A record of all visits by the child’s social worker (care manager) and the foster carers’ link worker.
5. A record of the outcomes of all Reviews of the foster carers’ approval.
Support groups
These groups give foster carers the opportunity to share together experiences of fostering. These
groups usually meet in the evening every month or two months, and social workers from the Family
Placement Service are present.
Training
Training is an integral part of a fostering career and begins during the preparation and assessment
process. There are many training courses run over a period of twelve months, sometimes during the
day, sometimes in the evening. Training is provided by external trainers, foster carers, social workers
and trainers employed by West Sussex County Council.
Training covers the following.
1. Preparation or pre-approval training
2. Pre-NVQ first year basic training
3. Mainstream training
4. NVQ learning support sessions
The Fostering Service has a very strong expectation that all foster carers will attend as much training
as they can, and link workers will address this on their visits. The Fostering Service meets the cost of
training carers and there is an expectation that carers will take advantage of it. If foster carers have
suggestions for something to be included in the Training Programme, or if they want to help with the
training, they should speak to the Training Development Officer (Family Placement Service) in the first
instance.
All foster carers can enrol for the NVQ Ill in Caring for Children and Young People.
WS097 / Edition 5 / March 2009
24
West Sussex children’s social care
Foster Carers’ Handbook
Legal requirements – significant changes
The Fostering Regulations require that foster carers notify West Sussex County Council Department in
writing of any significant changes in their family and household.
The fostering limit and exemptions
Fostering Regulations state that the maximum number of children to be placed with foster carers at
any time is 3, not including their own birth children (if they have any) or children they have adopted.
An exemption to this limit can only be granted for named children. It is usually possible to exceed this
limit only if the children concerned are siblings. Approval must be sought of the local authority in
whose area the foster carers lives if this is not West Sussex. The Fostering Panel (sometimes using
"chair’s action" in emergencies) must consider all requests from social workers for exemptions.
Complaints and allegations against foster carers
Whilst foster carers may not expect allegations to be made against them, it is important that they are
aware that such a possibility exists, and sadly not all allegations are unfounded. Complaints about the
standard of care provided by foster carers and allegations about their treatment of looked after
children may be made by the child, by neighbours, the child’s birth family, or by Social and Caring
workers. The decision of West Sussex County Council in all cases is made in the best interest of the
child.
Foster carers’ homes and families are more open to criticism because they are exposed to regular
scrutiny, and West Sussex County Council acknowledges the stress this puts on all foster carers.
The NFCA booklet, "Safe Caring" states that one in six carers will have a complaint or allegation made
against them during their fostering career. West Sussex County Council must treat all allegations
seriously because some will have foundation.
The United Foster Care Association provides support to foster carers as well as working in
partnership with the Fostering Service to improve services to you and the children you look
after.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
25
Section 2
Equal opportunities and valuing diversity
The national foster care standard 1
1. Each child and her or his family have access to foster care services which recognise and address
her or his needs in terms of gender, religion, ethnic origin, language, culture, disability and
sexuality.
2. Each child has her or his identity and self esteem valued and promoted; foster carers and social
workers work co-operatively to enhance the child’s confidence and feeling of self worth.
3. Each child's ethnic, religious, cultural and linguistic back ground is accurately recorded,
understood, respected and preserved; the child's care plan and all placement agreements and
reviews include details of support work in these areas.
4. Each child is supported and encouraged to develop skills to help her or him deal with all forms
of discrimination; black and minority ethnic children and children of mixed parentage are
supported and encouraged to develop specific skills to help them deal with racism.
5. Each child with a disability receives specific services and support to help her or him maximise
her or his potential and lead as full and normal a life as possible, including appropriate
equipment and, where necessary and appropriate, adaptation of the carer’s home and/or
vehicle.
6. Each child receives encouragement and equal access to opportunities to develop and pursue
his or her talents, interests and hobbies; each child should be encouraged to develop a range of
interests and hobbies appropriate to her or his age and ability.
7. Each child is able to exercise her or his rights to participate in decisions related to the care she
or he receives and plans for her or his future according to her or his age, experience and
understanding and is provided with advocacy and support where necessary to exercise those
rights.
Equal opportunities statement
West Sussex County Council is committed to a positive policy of equal opportunity in the delivery of
its services and employment.
The Council will actively oppose all forms of discrimination carried out on the grounds of gender,
colour, creed, ethnic or national origin, disability, social background, age, marital status, those with HIV
status and discrimination against gay and lesbian people.
The Council is determined that the principles of equality of opportunity will underpin all service
provision. Services will be accessible to those who are assessed as needing them. Within the
framework of collective provision there will be a recognition of difference and individual choice.
In all aspects of employment, the Council will operate a positive equal opportunities framework from
recruitment and selection through training and development, employment procedures, consultation
and participation, appraisal and promotion to retirement. Direct and indirect discrimination will be
eliminated and positive measures will be introduced to redress the imbalances, including the use of
positive action provisions within the law.
WS097 / Edition 5 / March 2009
26
West Sussex children’s social care
Foster Carers’ Handbook
Applications for jobs (including the ‘job’ of foster carer) are considered on merit.
The Council aims to:
G Promote equal opportunities and ensure that they are integrated throughout the organisation
G Design services to meet the needs of the community
G Combat discrimination whenever it occurs and, in particular, discrimination against the groups
within the scope of the statement
G Provide training and guidance to all employees to ensure the Council's commitment to equal
opportunities is known and understood
G Review all systems and procedures in the provision of service to ensure equality of opportunity,
responsiveness, sensitivity and accessibility
G Give active support to enable participation in service development and decision making
G Constantly monitor our performance, and evaluate performance against equal opportunities
objectives
The Council will ensure that all staff concerned with the provision and delivery of services do so in
accordance with the Council's equal opportunities policies and the law.
Putting the principles of the Children Act into practice
The Children Act principles can be translated into a number of clear statements about good practice:
1. Children have certain basic needs to be met if they are to thrive and achieve their potential.
They include the need for:
G appropriate physical care and protection from harm
G positive health care
G affection and approval in order to develop self esteem
G stimulation and opportunity to develop their skills
G discipline and control - age appropriate
G opportunities and encouragement to acquire skills and the means to prepare for adulthood.
2. All children have individual wishes and feelings, gender, racial origin, religion, culture, background
and personal capacity, and these need to be given special consideration.
3. The aim of West Sussex County Council is to promote responsible parenting. This includes
parenting within foster care. Children looked after become subject to the planning and review
regulations. For children who cannot go home the authority has a responsibility to meet their needs
for continuity and security through to adulthood.
4. All involved in the care of the children need to demonstrate:
G respect for children and their rights
G respect for a child's parent(s) and their family
G respect for a child's race, religion and cultural identity
G a non judgemental service of quality care
G a promise to listen to children
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
27
5. Working in partnership with a variety of agencies that provide services to children is critical in
supporting children. These agencies include education, health authorities, police, probation and
voluntary agencies.
6. Working in partnership means that a network of care and support is provided by all agencies as a
response to identified need. This includes working with the family.
The fostering service
Foster carers and social workers will work cooperatively to enhance the child’s confidence and
feelings of self-worth. Foster carers will provide care which respects and preserves each child’s ethnic,
religious, cultural & linguistic background. West Sussex County Council believes that a child's cultural
background is fundamental to their identity and as such, needs to be maintained and encouraged,
and that foster carers can help in this and reduce potential confusion. They will need to be committed
to the principle that this is a special task requiring careful consideration.
Children’s rights
Children can expect:
1. To be protected from harm.
2. To be able to express their wishes and feelings in the knowledge that my concerns will be taken
into account.
3. Information about their family and other important people in their life and contact with them
or a clear explanation of why this is not possible.
4. To be told clearly what they can do and what they are not allowed to do, and why.
5. Not to be discriminated against for any reason.
6. Education and health care that suit their needs.
7. Opportunities to develop their skills and interests.
8. Encouragement to participate, according to their age and understanding, in the making of
decisions and plans for their future.
9. To be prepared for life as an adult with the necessary help available while they do this.
10. To know how to complain if things go wrong and for their complaint to be dealt with properly.
Discrimination
Children and young people may respond to discrimination by feeling ashamed, angry, rejecting, and
it may lower their sense of self worth. Foster carers and social workers should help the child or young
person to understand the nature of prejudice and prepare them to meet it and support them when
they have to cope with it. It is their shared duty to take positive action to combat discrimination on
the grounds of race, religion, disability or language.
Making a concerted effort to take positive action will show looked after children from other cultures
or who are disabled that their foster carer and their social worker value them as individuals, their
differences and that those differences are manageable.
WS097 / Edition 5 / March 2009
28
West Sussex children’s social care
Foster Carers’ Handbook
Combating racism and discrimination
Children and young people are particularly vulnerable to the negative impact of racism and other
forms of discrimination. Being looked after often disadvantages a child and may create vulnerability
and provoke prejudice above and beyond any other discrimination they may face. Positive action is
often required on the part of foster carers to address any form of discrimination or racism faced by
the children for whom they care.
An important principle in working with children from different cultures and/or who are disabled is to
acknowledge that it requires special commitment, knowledge and skills, which need to be developed,
if they are to grow up with a positive image of themselves.
How foster carers can encourage cultural identity
The practical ideas for foster carers that follow have four important aims:
1. To promote the child’s cultural identity;
2. To give the child positive images of their identity;
3. To prepare the child for the multi-cultural society in which they are growing up – this is
important for white children as well as black and ethnic minority children.
4. To learn about and share in the child's culture.
The following is a list of some of the ways in which foster carers can actively involve themselves in the
child's culture. The list is by no means definitive but does include some important ideas:
G Find out about special dietary rules and traditions, where to buy and how to cook food that
reflects the child’s culture. Wherever possible, eat together so that the child feels that his
cultural traditions are valued.
G Find out about essential cultural customs, like hair and skin care, where to buy and how to use
products.
G Make sure you have a stock of appropriate toys, books, etc that show positive images of black
and minority ethnic children.
G Find out about the rules of religious observance and festivals, and support the child’s
understanding of involvement in such events.
The law requires local authorities to take a child's racial, religious and cultural needs into account
both when determining a Care Plan and when deciding on a placement. Our aim is wherever possible
to match a child's needs with an appropriate family. Whilst trans-cultural placements will be a reality
for some time to come, it is important to acknowledge that these placements require special thought
and consideration.
The confusion which may develop for the child is obvious to some, but more difficult to see for
others. If a white family is caring for a black or mixed race child, Social Services will expect the family,
and support them whenever possible, to:
G Involve themselves and the child with other families who reflect the child's heritage.
G Encourage the child to keep contact with members of their original community and to
introduce the foster carers and their family to them – if this is appropriate.
G Learn about the historical foundations of the child's culture and share these with the child.
G Make contact with their local black community and attend social events with the child.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
29
G
Be aware of racism in the language they use and examine their attitudes to it. Be willing to
consider how the negative use of the word "black" (common in the media) might feel to a black
child.
G Help the child find ways of coping with racism at school and in the wider community.
Challenge casual racism by others as an advocate for the child.
G Encourage the reading of black literature (the local library can help here) and the watching of
television programmes directed towards ethnic minorities.
G Encourage mother-tongue speaking and learning. When not familiar with the language to
learn words and phrases from the child.
Foster carers should remember that they must respect birth parents' wishes and encourage all
children to value their background, and to care for the child in accordance with the parents views.
Birth parents may be greatly distressed if their child breaks food laws or the observances of religion.
Religion
Social Services expect foster carers to care for a child's spiritual and moral well-being as well as their
physical and emotional development. Foster carers must not impose their own religious beliefs upon
the children, but making them familiar with some of their beliefs may help them to develop their own
ideas, as they get older. Foster carers should promote a child's religious observance.
Disability
The term "people with disabilities" is generic and encompasses:
G Physical Disabilities
G Sensory Disabilities
G Hidden Disabilities
G Learning Disabilities
G Mental Distress
In the past people with disabilities have had professionals making decisions on their behalf, thus
denying them control over their own lives. Thus the way in which society is organised has reinforced
definitions of disability in terms of dependence and a lack of ability to manage their own lives.
Historically a common approach of professionals, has been to focus on the impairment itself and to
adopt a "special needs" approach to disability. This approach fails to address the ways which society
can exclude people with disabilities from mainstream provision.
A social approach to disability stresses that the problem lies not within individual bodies but within
the way which society is organised so that the provision of facilities and resources take little account
of the needs of people with disabilities. This results in discrimination against them and excludes them
from participation in mainstream social activity.
In West Sussex, the aim is to provide each child with a disability with specific services and support to
help her/him to maximise potential and to lead as full a life as possible. This includes appropriate
equipment and adaptation of the carer’s home and/or vehicle. Their foster carers give each child
encouragement and equal access to opportunities to develop and pursue her/his talents, interests
and hobbies. This is set out in the information provided to foster carers.
WS097 / Edition 5 / March 2009
30
West Sussex children’s social care
Foster Carers’ Handbook
Definitions
Racial prejudice and racism
Racial prejudice means pre-judging on the grounds of colour, national origin or ethnic group. Such
prejudices are often founded on stereotypes and assumptions, which give incorrect information and
lead to irrational preferences. Racism is the oppression of one racial group by another. This may be
conscious or unconscious. Institutional racism describes the systems, process and procedures that
keeps people from minority groups from positions of influence or which obstructs access to their civil
and legal rights.
Racial harassment
Racial harassment exists in many forms, ranging from violent physical abuse, to much more subtle
ways of creating uneasiness and discomfort for racial and ethnic minorities.
Sexism
Sexism is the process by which gender is regarded as being the determining factor in behaviour,
attributes, capacity and roles of an individual. Sexism is a pervasive force in society and can often limit
or control the aspirations and achievements of boys and girls. The use of language often reinforces
sexual stereotypes and may have a negative impact on the self esteem of children. It is one of the
roles of foster carers to encourage children and young people to develop their own sense of identity
and through challenging negative assumptions, to realise their potential.
The importance of language
Language is a powerful tool. It conveys attitudes, which may be reflected in behaviour. Many words
and phrases commonly used are negative and destructive, and perpetuate the oppression. Some of
these terms have clear discriminatory origins, whilst others have become more insulting over time.
Such terms as ‘coloured’ , ‘ half-caste’, ‘handicapped’ and ‘little slut’ are examples of the way language
can be used in a discriminatory or racist way. Words reflect values and we each have a responsibility
to change the use of a discriminatory term and shed old ways of thinking. We need to be aware that
words and phrases may cause offence or discomfort, even if we did not intend them to. We should be
willing to replace them with acceptable alternatives, and also to examine our own attitudes and
beliefs.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
31
Section 3
Assessment of the child's
or young person’s needs
The national foster care standard 2
1. Before entering public care, a child has an assessment made of her or his needs, including issues
of health, education, identity, family and social relationships, social presentation, emotional and
behavioural development and self-care skills; particular attention is paid to the child's needs
and preferences in relation to race, culture, language, religion, gender, disability and sexuality,
and to the placement of siblings.
2. A decision to place a child in foster care is based on an assessment determining this to be in the
best interests of the child, given all available options.
3. Emergency and unplanned admissions to foster care are made only in exceptional
circumstances, with full justification recorded by the placing social worker: an initial assessment
is made within one week and a full assessment is then made within three weeks of the
placement.
4. Assessment is carried out in accordance with regulation and guidance, within an agreed
framework, and within a specified time frame; it involves the child, (as appropriate to her or his
age and understanding) his or her family, current and former carers, other relevant agencies and
professionals, and any other individuals significant in the child's life.
5. Copies of the assessment are given to the child (unless deemed inappropriate), the family, the
foster carer and anyone else involved in the child's protection and development; any
disagreements with the assessment are recorded and attached - to the assessment report on
the case file.
6. The child's needs are re-assessed on a regular basis during any period of being looked after by
an authority and immediately as a result of any unexpected change in her or his circumstances.
7. The child's assessment is used to inform care plans, placement agreements, reviews and reports
for courts or children's hearings.
WS097 / Edition 5 / March 2009
32
West Sussex children’s social care
Foster Carers’ Handbook
Making an assessment of need, determining eligibility
and priorities
The purpose of any assessment is to enable the social worker along with the child and family to come
to an understanding of what needs the child may have and how they may be met. When undertaking
assessments social workers will be guided by the Assessment Framework, which requires that
assessments:
G Are child-centred
G Are rooted in child development
G Are ecological in their approach
G Ensure equality of opportunity
G Require work in partnership with children and families
G Build on strengths as well as identify difficulties
G Are multi-agency in their approach to assessment and the provision of services
G Are a continuing process, not a single event
G Are carried out in parallel with other action and providing services
G Are grounded in evidence based knowledge
The "parenting capacity" section within the Assessment Framework (see diagram) can also be used
with foster carers in assessing suitability for a particular child. It will also inform the provision of
services to children and birth parents and foster carers during the care episode. When children return
home, or are placed with a permanent substitute family, using the same Assessment Framework will
ensure continuity of planning to secure the best outcomes for the child. The parenting capacity
section in the Assessment Framework will be particularly useful for evaluating improvements in
parenting capacities as part of any decision making processes and, where appropriate, a reunification
programme. This information will also be important in planning and managing contact.
Once baseline information on parenting capacity has been collected during the assessment, it will be
possible to identify key areas for change and target social work and other -resources more effectively
whilst the child is looked after and reunification plans are being implemented. It should also enable
social workers to decide when family reunification will not be possible and an alternative placement
is required.
The Assessment Framework [see below] is represented in the form of a triangle with the child's
welfare at the centre. The sides of the triangle represent the three domains of assessment: the
child's/children's developmental needs; parenting capacity; family and environmental factors. This is
to ensure that all assessment activity, planning and provision of services is focussed on safeguarding
and promoting the child's welfare.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
33
Assessment framework
Basic Care
Health
Ensuring Safety
NTA
ME
LOP
EVE
’S D
ILD
CH
Guidance &
Boundaries
IT Y
Safeguarding
and promoting
welfare
AC
AP
Selfcare Skills
CHILD
Stimulation
GC
Social
Presentation
TIN
Family & Social
Relationships
Emotional Warmth
EN
Identity
LN
Emotional &
Behavioral
Development
R
PA
EED
S
Education
Stability
FAMILY & ENVIRONMENTAL FACTORS
y
tor
His ing
ily
n
Fam nctio
u
&F
er
Wid ily
Fam
ng
usi
Ho
ent
ym
plo
Em
e
om
Inc
ial
Soc
ily’s on
Fam grati
Inte
y
nit
mu s
Com ource
Res
WS097 / Edition 5 / March 2009
34
West Sussex children’s social care
Foster Carers’ Handbook
What should be included in the child's development needs?
There are seven dimensions of child's development needs that should be considered when
undertaking a core assessment. These are:
G Health – this includes physical health and mental health as well as growth and development.
Information relating to diet, immunisations, dental and eye care should be noted.
G Education – this includes all areas of a child's cognitive development, from play, access to
books, opportunities to acquire skills and experience achievement. A child needs an adult who
promotes this area of their development, including taking account of any special educational
needs.
G Emotional and behavioural development – this includes the nature and quality of
attachments, and the child's response through feelings and actions. It also includes a child's
ability to adapt to change and respond to stress, along with their self-control. This will be of
particular importance in later care planning. A child's challenging behaviour should be
described, as this may pose a risk to other children, potential carers, or to workers who will be
working in the family home.
G Identity – this involves the child's growing sense of him or herself as someone of worth. How a
child views him or herself, his/her sense of belonging and acceptance.
G Family and social relationships – this includes the development of empathy, stable and
affectionate relationships with parents, carers and siblings, age-appropriate friendships, and the
appropriate response of family.
G Social presentation – this includes appropriateness of dress, appearance and behaviour,
cleanliness and hygiene and availability of advice from parents.
G Self-care skills – includes how a child acquires skills to become increasingly independent such
as early skills of dressing and feeding to independent living skills. Special attention should be
given to how disability or other vulnerabilities may impact on the development of self-care
skills.
What should be included in the parenting capacity?
There are six dimensions that should be considered in a core assessment in relation to the parent's
capacity to meet the child's needs. These are:
G Basic care – meeting the child's physical needs such as food, warmth, clothing and shelter
along with medical and dental care
G Ensuring safety – protecting the child from harm or danger, including significant harm, contact
with unsafe adults, and from self-harm.
G Emotional warmth – meeting the child's emotional needs, including stable, secure and
affectionate relationships with significant adults, and being appropriately sensitive and
responsive to the child's needs. Appropriate physical contact, warmth and praise are also
included.
G Stimulation – encouraging and stimulating learning and intellectual development through
appropriate play, language, and educational opportunities. Ensuring school attendance and
enabling the child to experience success.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
G
G
35
Guidance and boundaries – key tasks for parenting are demonstrating and modelling
appropriate behaviour and control of emotions and interactions with others, along with
guidance which includes setting boundaries, to enable a child to develop his/her own moral
values and to behave appropriately. This includes not over protecting a child. It also includes
anger management, problem solving, consideration for others, and effective discipline. Again
particular attention should be given to any behaviours that may pose a risk to workers who visit
the home.
Stability – involves providing a sufficiently stable environment that includes consistency of
response to behaviours and consistency of emotional warmth, along with enabling children to
keep in contact with other important family members. Consideration should be given to any
illness, disability or mental health difficulties that may affect the degree of stability a carer can
provide.
What should be included in the family and
environmental factors?
There are seven dimensions that should be considered in a core assessment when considering the
family and environmental factors. These are:
G Family history and functioning – the history of a family and the way it functions must be
understood. Family functioning is influenced by those living in the household, by any significant
changes in the family/household composition, and by the childhood experiences of parents.
Significant life events and their meaning to family members are also important along with the
nature of sibling relationships. It also includes parental strengths and difficulties, the impact of
an absent parent, and the relationships between separated parents.
G Wider family – this includes the role and importance of those considered to be members of
the wider family.
G Housing – this includes whether the basic amenities and facilities are appropriate to the child
and other family members.
G Employment – this includes what is the working pattern in the family and how does this
impact on the child. It also includes how employment is viewed by the family and any work
experience that the child may have experienced.
G Income – this includes sufficiency of income and any financial difficulties that affect the child.
G Family’s social integration – this includes how the wider community and neighbourhood
impact on the child and family. it includes the family's integration or isolation.
G Community resources – this includes available resources in the community, their availability
and accessibility and their impact on the family.
WS097 / Edition 5 / March 2009
36
West Sussex children’s social care
Foster Carers’ Handbook
This page is blank
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
37
Section 4
Care planning and reviews
The national foster care standard 3
1. Written care plans representing immediate and long term plans and arrangements for each
child are drawn up on the basis of the assessment, before the child is placed or as soon as
possible after an emergency placement.
2. The child, her or his family and foster carer are provided with a copy of the care plan within two
weeks of the placement; all parties know it is subject to regular review and that the forum for
changing the care plan is the statutory review meeting.
3. The day-to-day arrangements for the child's care are determined before the foster placement is
made, or within two weeks of an emergency placement; the child, the child's family and foster
carer know that alterations to these arrangements can be made, provided these are consistent
with the care plan.
4. A separate written placement agreement with the foster carer is completed for each child
placed in her or his care before the child is placed; the agreement is consistent with the child's
care plan and details all statutory requirements of the placement.
5. Copies of the placement agreement are provided to the child, the foster carer and the child's
family; where this is not considered appropriate, reasons are recorded on the case file.
6. Reviews of the care plain take place within legally defined time limits; additional review
meetings are convened if alterations to the child's care plan are proposed.
7. The child's care plan is updated regularly to include age-specific developmental assessments.
8. The child, the child's family, the child's social worker, the foster carer and the carer's supervising
social worker are fully involved in the review process; any other agencies and professionals
involved in the care, protection and development of the child are consulted during the review
process.
9. The authority ensures that the process of care planning and reviews enables the child or young
person, her or his family and foster carer to be fully involved, through provision of support
which takes account of cultural, linguistic or disability needs.
10. The authority ensures that there is an independent element in all reviews.
11. A full written record of the review meeting is added to the case file and written notification of
decisions or recommendations reached is provided to the child, the child's family and the foster
carer within two weeks.
12. When a placement ends earlier than planned or ‘disrupts’, or there is a danger of disruption, a
review is held and additional support offered to both the child and the carer to deal with the
situation.
WS097 / Edition 5 / March 2009
38
West Sussex children’s social care
Foster Carers’ Handbook
A written care plan is prepared for each child or young person placed in foster care; all aspects of the
plan are implemented; it is reviewed regularly and any changes are made only as a result of a review
meeting.
Care planning
Care planning is the process of identifying the most effective way a child's assessed needs can be met.
Care planning is a three stage process which:
1. Identifies objectives - how to achieve the desired or required outcomes that have been
established at the end of the assessment process.
2. Explores and considers with the child and family options which may be appropriate to arrive at
the desired or required outcome. Departmental policy should be taken into account when
considering options.
3. Sets out what services will be provided, what service providers need to do and how they should
do it.
When will care planning take place?
Care planning will usually take place after the assessment and the 'statement of needs' has been
completed, agreed and shared with the child, family and other parties as appropriate.
Who is responsible for care planning?
The child’s social worker is responsible for care planning. Care planning cannot be done in isolation. It
is important to work within the Department's values and principles, working in partnership with and
empowering children and families and seeking the involvement and participation of providers
(including residential care staff and foster carers) and other professionals and agencies appropriately.
What has to be done in care planning?
Care Planning involves the following activities:
G Completing the front sheet of the care plan
G Confirming the statement of needs and the desired or required outcomes
G Identifying the objectives of the care plan
to meet those desired or required outcomes
G Considering the options
G Establishing any preferences children and families may have
G Discussing care plan proposals with potential providers
G Sharing information with potential provide
G Agreeing tasks and services
G Confirming budget resource availability
G Identifying the person or agency responsible for each task and service.
G Agreeing time scales
G Confirming contractual arrangements
G Noting costs to the authority and resources committed
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
G
G
G
G
G
G
G
39
Recording any service deficiency or the absence of a service Identifying contingency plans or
ways to change the plan.
Agreeing monitoring and reviewing arrangements
Arranging the first review date
Confirming that the plan has been discussed and agreed with the child, family and other
relevant participants
Obtaining management approval to the plan
Distributing copies of the care plan
Making arrangements for the implementation of the care plan
How are care plans recorded?
Care plans should be recorded on the Care Plan for Children in Need (SSP 409) form. When the child is
on the child protection register the plan should be recorded on the Care Plan for Children on the
Child Protection Register (SSP383) form.
The LAC Care Plan should always be used to show the plan for the period during which the child is to
be looked after. Accommodation of a child will always be a service response to a need identified in
the assessment process and may only form part of the overall care management care plan.
Children subject to care proceedings
Care planning is a crucial ingredient in the preparation of the local authority’s application to court for
a care or supervision order. The care plan is one of the most important documents considered by
courts in care proceedings, as it explains how the proposed care order will be implemented in order
to achieve specific outcomes for the child.
Structure and contents of the care plan
The contents of the care plan items are set out within a structure of five sections:
Section 1: Overall aim
G Aim of the plan and summary of timetable.
Section 2: Child's needs including contact
G The child's identified needs, including needs arising from race, culture religion or language,
special education, health or disability;
G The extent to which the wishes and views of the child have been obtained and acted upon;
G The reasons for supporting this or explanations of why wishes/views have -not been given
absolute precedence;
G Summary of how those needs might be met;
G Arrangements for, and purpose of, contact in meeting the child's needs (specifying contact
relationship e.g. parent, step-parent other family member, former carer friend, siblings, including
those looked after who may have a separate placement); any proposals to restrict or terminate
contact.
WS097 / Edition 5 / March 2009
40
West Sussex children’s social care
Foster Carers’ Handbook
Section 3: Views of others
G The extent to which the wishes and views of the child's parents and anyone else with a
sufficient interest in the child (including representatives of other agencies, current and former
carers) have been obtained and acted upon;
G The reasons for supporting them or explanations of why wishes/views have not been given
absolute precedence.
Section 4: Placement details and timetable
G Proposed placement - type and details (or details of alternative placements);
G Time that is likely to elapse before proposed placement is made;
G Likely duration of placement (or other placement);
G Arrangements for health care (including consent to examination and treatment);
G Arrangements for education (including any pre-school day care activity);
G Arrangements for reunification (often known as rehabilitation)
G Other services to be provided to the child;
G Other services to be provided to parents and other family members;
G Details of proposed support services in placement for the carers;
G Specific details of the parents' role in day-to-day arrangements.
Section 5: Management and support by local authority
G Who is to be responsible for implementing the overall plan;
G Who is to be responsible for implementing specific tasks within the plan;
G Dates of review;
G Contingency plan, if placement breaks down or if preferred placement is not available;
G Arrangements for input by parents, the child and others into the ongoing decision-making
process;
G Arrangements for notifying the responsible authority of disagreements about the
implementation of the care plan or making representations or complaints.
Endorsement of the care plan
The local authority commitment to the plan given as part of the final hearing in the care proceedings
goes far beyond the professional responsibility of the child's front line key-worker. That commitment
may require input from a range of services and may have far -reaching resource implications. These
will always include West Sussex County Council but in many cases may also involve an input from
Health and Education. If this is the case, an agreement should have been reached with these agencies
in respect of services included in the care plan.
Where the child's proposed placement is outside the local authority's own area, it will also be
necessary to discuss and agree the provision of appropriate services to meet the child's needs with
local agencies and for these to be included in the care plan.
The completed assessment should provide a clear evidential base for the judgements made by social
workers and subsequent decisions. The social work assessment may also indicate where other
professionals might be required to undertake assessments within their own specialities, for example,
paediatricians, speech therapists, educational psychologists, child and family psychiatrists.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
41
Care plans and disabled children
A substantial minority of looked after children are disabled, and there is evidence that disabled
children are placed in residential care more often than non-disabled children, and that disabled
children tend to remain away from home for longer periods. Care plans for disabled children have to
show that what is proposed is the best way to meet the assessed needs of the particular child in
question.
The plans should pay particular attention to any physical or other characteristics in the environment,
which exacerbate the impact of any impairment the child may have. The educational component of
the plan should be informed by the DfEE’s policy of promoting more widely the inclusion of disabled
children in mainstream education.
Foster carers and care planning
Foster carers should always be invited to meetings about children in their care because they have a
unique and important contribution to make. There are a range of different meetings that foster carers
can be invited to, and their purpose - and who else may be there - is different for each meeting. The
place and timings of all meetings should be convenient for the foster carers, the child and their
parents. Some meetings will be more formal than others and sometimes foster carers will need to
ensure that any young children are looked after elsewhere.
Foster carers are treated as professionals. If meetings make new or inexperienced foster carers
anxious, they should talk to the social workers, or to the chair beforehand. An important task for foster
carers is to help the foster child be fully involved in these meetings too.
Meetings are a useful means of:
G obtaining information
G sharing views
G solving problems
G reaching decisions
G making plans
G checking progress
G gaining consensus
To be effective, meetings need to achieve their aim in a reasonable way, in a reasonable time.
Successful meetings are dependent upon good planning. Detailed plans need to be made before the
meeting - who needs to attend and what preparation do they need before taking part.
It is important that the child's contribution to a meeting is valued, and that the child knows this. They
will have a consultation paper to complete.
It is a good idea for the foster carer and social worker to go over details of the meeting with the child
beforehand and to prepare them as much as possible. Some times the child may want someone to
speak on his or her behalf at the meeting. The child could alternatively make a tape of what they want
to say, or write a letter to the chair. Children are much more likely to take part in the meeting if they
can see the purpose and feel it will be worthwhile.
WS097 / Edition 5 / March 2009
42
West Sussex children’s social care
Foster Carers’ Handbook
If the child in their care comes from a family where English is not the first language, then the meeting
should include an interpreter, and the foster carer can ask for this. If a foster carer does not think a
meeting is being organised well, he or she should contact the chair to discuss any concerns.
Placement agreement meeting
The purpose of this meeting is to consider the details of the placement, the work to be done, and the
care plan for the child: Foster carer; social worker for child, family placement social worker; the child
and child's parents will all attend.
Introductions meeting
The purpose of an introductions meeting is to introduce the child or young person to a foster carer,
their family and their home.
Review meeting
The review meeting is called to review the plan for the child - assess progress and decide future work
to be done. This meeting can be called at any time - not just at statutory intervals. The foster carer,
child, social worker, family placement social worker; the child's parents, representatives from other
agencies will all normally attend.
Disruption meeting
Disruption meetings follow the unplanned disruption of a long term placement. The purpose it to
review the placement and gather information to help make new plans. The meeting will be attended
by the child, parents, foster carer, child’s social worker; family placement social worker; and other
interested parties. Disruption meetings are normally chaired by a family placement team manager.
Child protection conference
Child protection conferences are called following an incident of alleged abuse. The purpose it to
make protection plans for the child. The meeting is attended by the child, parents, foster carer, child’s
social worker, family placement social worker, representatives from the Police, Education and Health,
and other interested parties.
Statutory child care reviews
The Regulations determine when a statutory review is held. The purpose of the review is to make sure
the child is being properly cared for, and that plans are being made and progressed. It is a meeting
where all the people involved with the child can get together and share in the decision-making.
West Sussex places great emphasis on holding reviews on time. Foster carers are expected to attend
these reviews and to contribute clear and accurate information. This includes observations about the
child's behaviour.
Statutory reviews are chaired by someone who does not have direct involvement with the child, and
it is usually a Senior Social Work Practitioner or a Team Manager. This ensures that there is an
independent point of view, and also that the foster carer and social worker are working together.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
43
A Care Plan can only be changed at a Review. Other meetings (not statutory reviews) may be called in
response to particular developments. Some will be in the foster care’s home, others at the social
worker’s office.
WS097 / Edition 5 / March 2009
44
West Sussex children’s social care
Foster Carers’ Handbook
This page is blank
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
45
Section 5
Matching carers with children
or young people
The national foster care standard 4
1. Matching children with carer’s is based on the child’s care plan and recent written assessments
of both the child and the carers.
2. Matches are agreed by means of information sharing and reflection involving all relevant
professionals, the child and her or his family and potential carers, their families and other
children in the placement.
3. Written placement agreements contain specific reference to elements of matching which were
taken into consideration in agreeing the placement and identify gaps in the match between
child and carer together with arrangements to compensate for these.
4. Placement decisions take account of the child’s views in the light of her or his age,
understanding and experience and, where appropriate, the views of the child’s family.
5. Placement decisions consider the child’s assessed racial, ethnic, religious, cultural and linguistic
needs and match these as closely as possible with the ethnic origin, race, religion, culture and
language of the foster family.
6. Placement decisions consider the child’s assessed developmental needs relating to gender,
disability and sexuality; these are matched as closely as possible with the skills, knowledge,
family, social and personal circumstances of the carer/s.
7. Positive efforts are made and recorded to identify and support any relative or friend of the child
who can provide an appropriate placement and meet the approval requirements of a foster
carer.
8. Priority is given to finding a placement which will allow siblings to stay together, where this is
assessed to be in the best interests of the children involved.
9. Matching should include consideration of inter-agency placements where resources are not
available locally to meet the child’s needs.
10. Where trans-racial or cross-community placements are made, the foster family is provided with
additional training, support and information to enable the child to develop a positive
understanding of her or his heritage.
11. Each child, where practicable, should have the opportunity for a period of introduction to a
proposed foster carer so she or he can express an informed view about the placement and
become familiar with the carer, the carer’s family, any other children in the placement, and the
home, neighbourhood and any family pets, before moving in.
WS097 / Edition 5 / March 2009
46
West Sussex children’s social care
Foster Carers’ Handbook
West Sussex policy and expectations
In West Sussex, matching children with foster carers is based on the child's Care Plan and recent
written assessments of both the child and the foster carers.
Matches are agreed by means of information sharing and reflection involving all relevant
professionals, the child and her or his family, and potential foster carers, their families and other
children in placement.
Written placement agreements should contain specific reference to elements of matching which
were taken into consideration in agreeing the placement, and identify any gaps in the match
between the child and foster carer together with arrangements to compensate for these.
Placement decisions must take account of the child or young person's views, with proper regard to
her or his age, understanding and experience, and where appropriate, the views of the child's family.
Placement decisions will consider the child's assessed racial, ethnic, religious, cultural and linguistic
needs and match these as closely as possible with the ethnic origin, race, religion, culture and
language of the foster family.
Placement decisions also consider the child's assessed developmental needs and needs relating to
gender, disability and sexuality; these are matched as closely as possible with the skills, knowledge,
family, social and personal circumstances of the foster carer(s).
Positive efforts are made and recorded to identify and support any relative or friend of the child
(kinship or family and friends foster carers) who can provide an appropriate placement and meet the
approval requirements of a foster carer. Priority is given to finding a placement which will allow
siblings to stay together when this is assessed to be in their best interests.
Matching will include consideration of foster carers from other local authorities, or from independent
fostering agencies (IFAs) only when West Sussex foster carers are not available locally to meet the
child's needs.
When "trans-racial" or "cross-community" placements are made, the foster family will be provided
with additional training, support and information to enable the child to
develop a positive understanding of her or his heritage.
Where practicable, the child will have the opportunity to get to know the proposed foster carer so
she or he can express an informed view about the placement and become familiar with the foster
carer, the foster carer’s family and pets, any other children in placement, the home, and
neighbourhood before moving in.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
47
Placement agreements
The Government’s minimum standards expect every fostering service to ensure that each child or
young person placed in foster care is carefully matched with a carer capable of meeting her/his
assessed needs. Written placement agreements must contain specific reference to elements of
matching which were taken into consideration in agreeing the placement and identify gaps in the
match between the child and carer together with arrangements to compensate for these.
Agreements must include:
1. The provision by the responsible authority of a statement containing all the information which
the authority considers necessary to enable the foster carer to care for the child and, in
particular, information as to:
G the authority s arrangements for the child and the objectives of the placement in the
context of its plan for the care of the child;
G the child’s personal history, religious persuasion and cultural and linguistic background and
racial origin; (the child’s state of health and identified health needs;
G the safety needs of the child, including any need for any special equipment or adaptation;
G the child’s educational needs;
G any needs arising from any disability the child may have.
There is a requirement for this statement to be provided either at the time of the signing of the
agreement or, where this is not practicable, within the following 14 days.
2. The responsible authority’s arrangements for the financial support of the child during the
placement.
3. Any arrangements for delegation of responsibility for consent to the medical or dental
examination or treatment of the child.
4. The circumstances in which it is necessary to obtain in advance the approval of the responsible
authority for the child to take part in school trips, or to stay overnight away from the foster
carer’s home.
5. The arrangements for visits to the child, in connection with the supervision of the placement, by
the person authorized by or on behalf of the responsible authority or area authority, and the
frequency of visits and reviews under the Review of Children’s Cases Regulations 1991.
6. The arrangements for the child to have contact with his parents and any other specified
persons, and details of any court order as to contact.
7. Compliance by the foster carer with the terms of the foster care agreement.
8. Co-operation by the foster carer with any arrangements made by the responsible authority for
the child.
A child may only be placed with a foster carer:
G
G
G
If the foster carer is approved, and the terms of approval are consistent with the proposed
placement.
If the foster carer has entered into a foster care agreement with the fostering service provider
If the fostering service provider by whom the foster carer is approved, consents to the
placement
WS097 / Edition 5 / March 2009
48
G
G
West Sussex children’s social care
Foster Carers’ Handbook
If any other responsible authority, which already has a child placed with the foster carer,
consents to the placement
If the local authority for the area in which the foster carer lives (unless it is also the fostering
service provider) is consulted and its views taken into account and is given notice if the
placement is made
Making better placements
Looked after children and young people who are joining new families often bring with them a history
of abuse, loss and disappointment, and many experiences that are shared by their birth parents,
siblings and relatives. These can sometimes appear overwhelming to foster carers and social workers
who may struggle to get to grips with the reality of some of these children's experiences.
Whatever their life story, children will have many complex and ambivalent feelings about being
separated from their birth family. These will be expressed or acted out in different ways. They need to
be acknowledged and understood. When children are separated from their families, their emotional
life is automatically in jeopardy.
This primary loss is often compounded by other damaging experiences which can result in
fundamental difficulties in the development of attachment and trust, building self-image and
identity, the expression of feelings, and control issues.
Foster carers also bring their own values, hurts, successes and life experiences into placement. All
these personal and sometimes painful experiences can enrich us, and those with whom we share our
lives, but they can also cause us to be wounded and vulnerable at times.
If nothing else can be guaranteed about child placement, one thing is certain: living with an
emotionally hurt child will expose the adult in ways they rarely anticipate. It is therefore essential that
carers are helped to consider thoroughly the task they are hoping to undertake. Carers too must take
personal responsibility for their lives and actions and recognise the importance of openness. Nobody
can work with what they do not know. Similarly, agencies have a responsibility to equip them with
the information they need to make informed decisions.
Before a child is placed
When a social worker contacts a foster carer about a child they should be given enough information
to help them decide whether they are able to accept the placement. Foster carers are not under any
obligation to accept a placement. However, the terms of any retainer payable under the Payment and
Accreditation Scheme may be affected by refusal to take a child who is assessed as being suitable for
placement with the carer and several refusals of children that meet/fit their conditions of approval
may result in a review of the carers’ situation.
When making up their minds, foster carers should consider their own circumstances - abilities, space,
effect on the family relationships etc. The social worker will also be considering these things and
hopefully a match can be made. When planning or making a placement, the way in which the
particular skills and expertise of foster carers can meet the child's needs will be taken into account.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
49
How children are placed
There are two ways a placement can be made:
G As part of the Care Plan for the child or young person
G As an emergency
Usually, when a child’s social worker is seeking a placement they phone the duty family placement
social worker and give details of the child needing assistance. The duty social worker tries to match
the child's identified needs to a foster carer with a vacancy. Sometimes, because of a heavy demand
on the resource, there are few vacancies, and carers may be asked to take children either out of their
age range or to increase their numbers temporarily.
Foster carers should never have a child placed with them without enough information and a
Placement Agreement. When a placement has to take place out of office hours, the same procedure
applies, although it will be the social worker from the Out of Hours Service who makes contact with
the foster carer and does the work needed for a placement.
Foster carers should be given a completed Essential Information Record.
Part 1 provides baseline information for carers in an emergency. All the questions on the form should
be answered before any child/young person can be left in a placement. Part 2 should be completed
before the child is looked after. In an emergency it should be completed as soon as possible
thereafter. Part 1of the Placement Agreement should be completed before the placement begins,
unless information is unavailable. Part 2 of the Placement Agreement should be answered before a
child is looked after, and must be completed within 14 days.
When placing a child, social workers also have to satisfy the legal requirement that the child's racial,
origin, cultural and linguistic backgrounds are met so far as is practicable. A child's religion, likes and
dislikes should be taken into account. In all placements a child's wishes and feelings subject to their
understanding are listened to.
Pre-placement medical
Unless the placement is made in an emergency, the social worker will arrange for the child to have a
medical examination. The regulations state that this should be before placement, but it not
reasonably practicable, then as soon after placement as possible.
Background information
It is a duty of West Sussex County Council to provide foster carers with as much information as
possible about the child - as soon as possible, and within 14 days of placement. This must include
background history, some details about the family, the child's previous experiences and why they
need to be looked after. If the information is not available at the time of placement, because it is in an
emergency, foster carers should expect to receive it very shortly after placement. Information is vital
for them in order that they can care for the child. The more foster carers know about a child the easier
it will be for the child to settle and feel secure. Foster carers must regard information about a child or
young person and their family as confidential. This information is contained in the Essential
Information Part 2.
WS097 / Edition 5 / March 2009
50
West Sussex children’s social care
Foster Carers’ Handbook
Initial equipment and clothing
Foster carers are expected to keep a range of equipment for children in their approval range. If a child
or young person is placed with a foster carer in an emergency, and without adequate clothing, the
social work team will provide money for essential items up to the amount set out in the Exceptional
Payments Panel guidance.
A child may not have many of their own belongings, but they may be possessive of them. Social
workers and foster carers must make sure they are kept safe - they are a link to the child's past.
Legal position
If the child is accommodated, their parents hold parental responsibility for them and the local
authority holds no legal authority other than that delegated by the parent. If there is a care order or
emergency protection order the local authority shares parental responsibility with the parent(s). The
foster carers need to know the legal status of the child and have a copy the legal documentation.
Foster carers cannot:
G give consent to an operation
G change the child's name or religion
G consent to marriage
G take children and young people abroad without permission
G agree to school journeys
G agree to inoculations.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
51
Beginnings - some practical hints
Names
Names are an important part of our identity. What the looked after child or young person calls foster
carers must be discussed at the beginning of the placement. It is not acceptable that a child having
left their birth parents should call new foster carers mum and dad. This gives them a false idea of the
relationship they have with their foster carers.
Planning
Ideally all placements should be planned. Meetings between the carer, the child and the family and
the social worker should be the basis for building a good plan for the child. Social workers will aim to
acknowledge everyone's positive role even at a time when they may feel low. Links between the child
and their birth family should normally be maintained so that they can return in the future.
The child should see their bedroom, get to know the family and establish the ground rules. With
planned placements overnight stays are likely to be appropriate.
The beginning of a placement is likely to be stressful for the child. Foster carers need to remain very
sensitive and patient. Familiar things and smells are very important and times such as bed and meals
can stressful. A tatty teddy and dirty clothes should not be discarded or immediately washed because
they remain the child's link with their home and family.
Some children are resilient and, with reassurance, cope well. But there are many different reactions
that foster carers might experience:
G rejection
G challenging authority
G aggression
G eating problems
G bedwetting and soiling
G demanding attention
G distancing themselves and withdrawing
G sleeping badly and becoming unwell
Everyone needs to work together to help the child with this period of adjustment. Given time and
patience will ease difficulties.
The strength of these feelings will depend on a number of things, for example how old the child is,
whether this is the first upheaval in their life, or whether their life experiences have been happy or
unhappy, and these are all outside the control of the foster carers.
The settling in process can be frightening, but this can be controlled. Every family is unique in its
lifestyle, so it will take time for a child to settle. Social workers and foster carers shouldn’t expect
things to change quickly.
Some reactions to being in a foster placement:
G childish behaviour - homesickness
G confusion
G insecurity
WS097 / Edition 5 / March 2009
52
G
G
G
West Sussex children’s social care
Foster Carers’ Handbook
testing out
withdrawn and uncommunicative behaviour
indiscriminate affectionate behaviour
When the child arrives
G
start the way you mean to go on
G be understanding
G accept them for what they are
G be super-aware
G make sure you have checked the information given to you by the social workers telling you
about the child; ask if you need more information
G tell the other child(ren) about the new child - keep them involved
G have a welcoming tea where everyone can meet each other
G remember all children's needs are different.
G don’t treat one child better than another
G remember the child has parent(s), talk to the child about them
G if you know, continue with the routines the child is used to, such as bedtimes, and use similar
words and languages.
The foster carer’s support/supervising worker is there to help them through this difficult time remember to discuss the difficulties as they emerge and keep a record.
The foster carers’ home and family
The foster carers’ own family will also take time to adjust. Their own children may feel deserted by
them because their time is devoted to another. They may copy the bad behaviour of a looked after
child. Pets may respond negatively. Foster carers need to keep their own expectations of themselves
realistic.
The home the foster carer is providing may be quite different from that which the child is used to
such as:
G the house may be heated in a different way
G there is different bedding
G clothes may or may not be expected to be folded or put away on hangers
G eating habits are different and there are different mealtime rules in the house
G some people use a cup some a mug
G talking with mouth full is or isn't accepted
G interrupting when someone is speaking is allowed or not allowed
G many children from single parent households may find it strange if there are two carers
G do you have to ask or wait to be invited to help yourself to a biscuit
Practical things might be different when the child walks through the door of the home:
G size of house
G beds and bedding
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
53
G
furniture
G curtains
G carpets
G toys
G food and where it is kept
G language and communication
G garden
G relaxed atmosphere or more formal atmosphere
G pets or no pets
A child will notice these differences, and it may cause silent worries.
Some ideas to help children cope
Some ideas to help children cope with the differences without changing or losing their own identity:
G what was their lunch box like?
G would they like a similar one, or a different one?
G did their previous carer walk them to school or did they go on their own?
G jobs around the house - are they used to helping? Would they like to help?
G pocket money - did they get any?
G pets - both the carer's and the child's. Did they have a pet? Do they like pets?
G play - were they used to noisy play? Did they go to play at friends' homes?
G comforter - has the child one? What is it called? clothes - if child is old enough, let them help to
choose what to wear and to select new clothes.
G hair - don't cut the child's hair or change their appearance without discussing this with the
parent(s) and getting their consent. (For some families, eg, Sikhs, these are religious prohibitions
on cutting hair.)
G a child may be uncomfortable bathing/undressing in front of a stranger - be sensitive and find
out what the child is used to
G school - enable them to go to the same school if at all possible, and discuss any difficulties in
doing this with the social worker.
G smells are particularly important to children and they usually hate their comforters or soft toys
to be washed. Older children may have a comforter but may be embarrassed about anyone
knowing.
G clothes that children bring with them shouldn’t be thrown away, and should be used if possible
in the early days or if the child wants to wear them.
There are three stages of adjustment:
1. The honeymoon period - referring to the first few weeks or months. The child may be trying to
make a good impression. Sometimes they feel so bad they are afraid that if they show how they
really felt their foster carers might send them away. They may be so depressed they don't care
any more. Even children who seem contented may not be able to express their feelings.
WS097 / Edition 5 / March 2009
54
West Sussex children’s social care
Foster Carers’ Handbook
2. Withdrawal - as they relax they may need time to get their thoughts together. Try not to
intrude at this time. This may be the hardest behaviour to manage because the child is not able
to give you anything on which to develop your relationship or help them.
3. Acting Out - The child may now become more challenging - they will take the lid off their
feelings and spill them in all directions. No one will know how long this will last. Try to
remember that your job is to help them find safe ways to express these feelings and reassure
them. Their behaviour may make you angry and you need to find a safe way of expressing your
feelings too.
How foster carers can help children with disabilities
G
G
G
G
G
G
G
G
G
G
G
G
G
obtain as much knowledge regarding the special needs/disability as possible
have high but realistic, expectations of the child
stress the good things a child can do
praise the child, reassure them
encourage the child to take part in a wide variety of activities
help/teach them to play
help the child to mix with others
help them become as independent as possible
don't treat them differently
talk to them, discuss, explain
sometimes children with special needs need firm boundaries - set them
be patient
social skills may also need to be taught such as eating, drinking and using the toilet.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
55
Section 6
The child's or young person's social worker
The national foster care standard 5
1. That each child looked after by the authority is assigned a qualified social worker with specific
training in child development theory, in direct work with children and in family placement
work.
2. That the child's Care Plan includes the name of the child's social worker; this is amended it the
social worker is changed, with details recorded in the Care Plan of the reason for the change.
3. That the child, the child's family and the foster carer know who the child's social worker is, what
the responsibilities of the post-holder are, and how to contact the social worker.
4. That caseload management provides the social worker with sufficient time to undertake direct
work with the child and the child's family and foster carer towards achieving the goals
established in the child's Care Plan.
5. That where the needs of the child require the involvement of specialist support, the child's
social worker takes responsibility for organising, co-ordinating and monitoring this support.
6. That the child's social worker monitors and records progress of the child's Care Plan, in
consultation with the foster carer, the carer's support/supervising social worker and other
professionals involved in the care of the child.
7. That the child's social worker undertakes regular visits to the child, including meeting alone
with the child, within statutory time limits and as stipulated in the Placement Agreement.
8. That the child's social worker manages contact, as set out in the Care Plan, between the child
and her or his family and any other significant contacts, to ensure the child has an up-to-date
picture of her or his family circumstances.
9. That arrangements are in place to ensure adequate cover is provided for the child's social
worker during periods of temporary absence; all parties are notified of these arrangements.
Each child or young person placed in foster care has a designated social worker who ensures
statutory requirements for her or his care and protection are met and promotes her or his welfare and
development.
Planning and reviews of Looked After Children
A nationwide format for recording information and plans for Children and Looked After is in use.
These forms reflect clear expectations about the breadth and depth of records that are necessary
when a child is looked after, and the effective use of these forms will reflect good practice.
The Essential Information Record Part 1 forms the basis of all the information held on a child who
is currently looked after. The EIR Part 1 must be completed before a child is placed with foster carers
as it gives the information needed immediately by the foster carers. The green copy is retained by the
foster carer and this must be updated if necessary.
WS097 / Edition 5 / March 2009
56
West Sussex children’s social care
Foster Carers’ Handbook
The Essential Information Record Part 2 must be completed as soon as possible after placement,
and no later than 14 days after a child is looked after.
The Placement Plan Part 1 – this placement agreement must be completed before a child is placed.
It incorporates the agreement to accommodation, and consent to medical treatments. The green copy
is retained by the foster carer and updated if necessary.
The Placement Plan Part 2, shows the day to day arrangements, and provides detailed information
about the child's routines, and should be completed jointly by the child, parent(s) and carer(s) prior to
placement. However in an emergency it can be completed within 14 days. A copy is made available to
foster carers.
The Care Plan ensures that there are clear objectives set out for the child or young persons care and
that there is a strategy for meeting them. This must be completed well before the first statutory
review. It is then reviewed at every review and can only be changed at a review. A copy must be made
available to foster carers.
Carers should receive a consultation paper before a review so that their views can be considered in
writing and they should also receive a copy of the review decision sheet.
A series of Assessment and Action records ensures that the assessment of a child or young person
is based on a comprehensive picture of their needs and experiences.
The forms are age related and divided into seven sections relating to education, health, identity, social
relationships, social presentation, emotional and behavioural development and self care skills.
Responsibility for the completion of this form lies with the child’s social worker - but they should
work collaboratively with foster carers and others to complete it. Foster carers are in a unique position
of having a lot of detailed information about a child and in some circumstances they may be the best
person to complete some sections with the child.
Visits by the child’s or young person’s social worker
When a child is placed with foster carers, the child’s social worker should discuss the frequency of
his/her visits, and this will form part of the Placement Plan. These visits will be for the social worker to
both see the child alone and with the rest of the foster family.
Foster carers should always be aware of the work being undertaken and feel part of the social work
plan.
The minimum frequency of visits is laid down in the Regulations:
G within 1 week of placement
G and then at intervals of not more than 6 weeks in the first year
G and at intervals of 3 months after that
G or at any other time at the request of the child or carer
These are minimum requirements and depending on the needs of the child they may be more
frequent. Foster carers can ask for more visits.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
57
The social worker will want to talk with the child - sometimes alone – and with the foster carer, to
ensure that the Placement Plan is working and suitable. These visits also allow foster carers the
opportunity to share information and ask questions.
The Regulations require that:
G The child is seen at each visit (alone if appropriate)
G The foster carers are given appropriate support and advice
G The social worker writes a report on the visit after each visit
There are a number of reasons for the visit:
G To work with the child towards achieving the plan
G To assess how far the plan for the child is being achieved
G To provide a measure of child protection
The foster carer’s support/supervising link worker will visit at least monthly and will also make a
report based on the "Supervisory Visit Record" which foster carers will be asked to sign as an accurate
record of the meeting. This is a meeting for foster carers, and it is where they can discuss concerns
about the fostering task. The support/supervising link social worker can then assist foster carers with
the advice and information they need.
More about assessment and action records
The social worker responsible for the child, the foster carer, the child or young person themselves, and
any other interested people, should all be working together to complete the Assessment and Action
Records. It is the responsibility of the child's social worker to co-ordinate the completion of these
forms, and foster carers are expected to help in this task.
Foster carers will be expected to contribute to the "Core Assessment" completed by the child’s social
worker, which requires certain skills in communicating and observing children they care for.
WS097 / Edition 5 / March 2009
58
West Sussex children’s social care
Foster Carers’ Handbook
This page is blank
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
59
Section 7
A Safe and positive environment
The national foster care standard 6
1. The foster home can comfortably accommodate all who live there. It is inspected annually to
ensure it meets health and safety standards.
2. The home is warm, adequately furnished and decorated and is maintained to a good standard
of cleanliness and hygiene.
3. Each child placed has her/his own bed and accommodation arrangements reflect the child’s
assessed need for privacy, space and any specific need resulting from a disability.
4. The home and immediate environment are free of avoidable hazards that might expose a child
to risk of injury or harm and contain safety barriers and equipment appropriate to the child’s
age, development and level of ability.
5. The carer provides the child with guidance on safety in relation to hazardous materials,
electrical equipment and fire risk.
6. Where the foster carer is expected to provide transport for the child, the local authority ensures
this is safe and appropriate to the child’s needs.
7. The foster carer’s preparation and training cover health and safety matters and the carer is
provided with written guidelines on their health and safety responsibilities.
8. The child has sufficient appropriate and well-maintained clothing.
9. A child with a disability is placed in a home that is equipped to meet her or his needs.
10. The child is provided with an appropriate and adequate diet that takes into account her or his
personal preferences and cultural/religious background.
11. The foster carer provides an environment in which the child is valued and supported, and her or
his emotional and development needs are met.
12. The foster carer provides an environment in which the child is encouraged and helped to
understand and value her or his racial, ethnic, cultural, religious and sexual identity.
13. The foster carer is actively involved in stimulating and developing the child’s play and learning;
the child is provided with age-appropriate play and learning materials which avoid racist, sexist
and other stereotypes.
14. The child is supported in maintaining existing peer relationships and interests – unless this is
not in her or his best interests – and encouraged and supported in making new ones.
Beds and bedrooms
West Sussex works to the UK National Minimum Standards with regard to bedrooms for foster
children. Namely that:
G The foster home can comfortably accommodate all who live there ..’ [6.1] and
G Each child has her or his own bed and accommodation arrangements reflect the child’s
assessed need for privacy and space.’ [6.3]
WS097 / Edition 5 / March 2009
60
West Sussex children’s social care
Foster Carers’ Handbook
West Sussex Foster Care Service aspires to the ideal that each child should have their own bedroom
but will generally use the National Standard as the benchmark for assessments.
Family Placement social workers and foster carers should have all available information regarding any
risks when considering a request to provide a placement for a child. This will inform the decision on
the appropriateness of sharing a bedroom. For example, where a child is known to have a history of
sexual abuse or sexualised behaviour they will not be allowed to share a bedroom.
In the case of children under the age of 2 years who are placed with foster carers, it is accepted that
s/he may share the same bedroom as their foster carers. It is accepted that young babies who require
feeding at night may need the comfort and warmth (particularly during the winter!) of the foster
carers’ bed during this process. However, for reasons of both safety and the need to minimise over
dependence, babies must not sleep in the bed of the foster carer. Any exception to this must be
agreed by the social worker and family placement social worker.
Looked after children should not share a bedroom with other looked after children over 12, unless
they are siblings or choose to share and are of the same gender.
Health, safety and hygiene
Every year one in five children has an accident at home which is serious enough to require medical
attention. The most vulnerable period for children is the time between a baby starting to crawl and
about the age of four when they are more able to recognise the main dangers. Children learn
through exploration. Their natural curiosity and lack of fear are the strongest and most positive
factors in their learning process. They are imaginative, daring and inquisitive. It is precisely these
factors that put them at the greatest risk.
The first safety rule is prevention; so while children are very young they need to be safeguarded
against risk of injury from every day hazards. These include, kettles, hot drinks, climbing aids such as
chairs and stairs, electrical equipment, power points, fires, glass, tools, chemicals, drugs and cleaning
materials.
The second most important rule is to teach children to recognise and cope with the dangers around
them.
The learning process has to be gradual, related to the child's age and ability whilst not inhibiting their
natural inquisitiveness. Children with disabilities may be particularly vulnerable for a number of
reasons and may need extra caution in managing the home environment. Foster carers may need to
be more imaginative in their adaptations to the home in order to help children who have a learning
disability or limited mobility. Obvious strategies for all children are in taking simple safety precautions
and not leaving dangerous equipment or cleaning materials unattended.
Some of the hazards that children need to be safeguarded against include:
G Choking and suffocation
G Falls
G Scalds
G Poisoning
G Burns
G Drowning
G Cuts
G Children on the roads and in cars.
G Play accidents (e.g. children on bikes, skateboards, climbing frames)
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
61
When buying child safety equipment, furniture and toys for children, it is important to be safety
conscious. Look for items with the British Standards Kite mark or the European standard symbols,
usually prefaced with an E followed by the registration number.
West Sussex expectations
When a child is placed, the responsibility for their every day safety becomes that of the foster carers.
Like any responsible adults, foster carers must take proper care of the child both inside and outside
the home, and with regard to the child's age and understanding, guiding and instructing them in the
every day hazards of living. What West Sussex County Council (and the law) expects is that foster
carers will exercise due care – ‘common sense’ and if in doubt ask themselves what is reasonable care.
If unsure about this, foster carers should ask the advice of the child's social worker or their
support/supervising worker.
There is a legal framework concerning liability for negligence and carers can be found legally liable.
It is the responsibility of the agency to offer appropriate health and safety information and training.
The legal provisions relating to health and safety are extensive and complex. It is essential to bear in
mind the differentiation between criminal and civil liability. Legal liability for claims of negligence lie
with the foster carer and not the approving or responsible authority. The insurance arrangements
made by West Sussex County Council to cover foster carers for the expense of such litigation do not
imply acceptance of such responsibility.
The Occupiers Liability Act 1984 imposes a "common duty of care" upon an occupier i.e. a duty to
take care as is reasonable, depending on the circumstances of the case, to ensure that any visitor will
be reasonably safe while using the premises for the purpose for which they are permitted to be there.
There is a special duty of care where children are concerned.
Foster carers should be enhancing the development of those children and young people they care
for by working in partnership with parents and ensuring equal opportunities for those children and
their families. All foster carers are given a copy of the Safety Checklist, drawn up for foster carers. This
checklist will form part of the assessment and review process for all carers.
It is important to positively promote healthy lifestyles and raise awareness of risks.
At each Annual Review the support/supervising worker will address the relevant issues:
G Pets
G Alcohol
G First Aid
G Food & Nutrition
G Car Safety
G Fire Risks
G Accommodation
G Bathroom & Toilet
G Kitchen
G Garden
G Toys & Equipment
G Smoking
G Supervision
The Fostering Network guidance for foster carers on reasonable and prudent practice states that we all
have a clear responsibility to ensure that the basic requirements of health and safety of children and
young people are met.
WS097 / Edition 5 / March 2009
62
West Sussex children’s social care
Foster Carers’ Handbook
Lifting and handling
The Manual Handling Regulations 1992 came into force on 1 January 1993 relating to the safe
handling of loads. The Royal College of Nursing has produced a Code of Practice, which may be a helpful
guide to practice, indicating for instance, that a single person should not lift more than 30 kilos (5
stone). This may be of particular relevance if foster carers are caring for a child with a physical
disability. For guidance they should consult their support/supervising worker who can put them in
touch with sources of advice.
Seat belts and car safety
Foster carers may be facing considerable dilemmas about how best to transport children safely if
they have more than the 2.4 children that most car manufacturers envisage in their designs! The
position about potential overloading is often of concern.
As far as insurance is concerned, whilst overloading of a vehicle would not necessarily negate cover
under a motor insurance policy, it would certainly be considered in the event of an accident, with the
possibility of contributory negligence, depending on the circumstances. Foster carers should discuss
the issue of safe transport with their family placement social worker.
West Sussex County Council expects children to be suitably restrained in cars. Leaflets setting out the
legal requirements are available from the Foster Care Service.
Children and young people should always be encouraged to sit in the back seat of a car. Babies and
children should always be securely strapped into car seats for every journey, no matter how short. No
car ride can ever be completely safe, but if a child is using the right safety restraint, the likelihood of
being injured in an accident is substantially reduced. Here are some more rules about car safety:
G All children under three years old sitting in the front seat of the car must wear an approved
child restraint, appropriate to their weight.
G When sitting in the back seat an appropriate restraint must be used.
G Children aged 3-11 years (and under 5 feet/11.5m in height) must wear an appropriate child
restraint if available anywhere in the car or otherwise an adult seat belt.
G Rear facing infant carriers should never be used in the front of cars fitted with passenger air
bags.
G Children should never travel in the boot area of estate cars unless the model of car is specifically
designed to take passengers.
G All car seats and restraints must comply with either British or European Safety Standards. All car
seats must be fitted according to the manufacturers’ instruction. For the first few months a baby
will need the extra support and protection of a head support cushion.
G Seat belts and harnesses should be positioned low on the child's hips to avoid abdominal
injuries in the event of an accident.
G Second-hand car seats should not be used as the protective structure may be invisibly
damaged, which could prove fatal in the event of an accident.
G The car seat should be appropriate to the age and size of the child.
G A child must never be carried on the lap of a passenger, even with a seat belt. It is not only
illegal, but also highly dangerous, as in the event of a crash the child could be crushed.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
63
Children and Young People’s Services requires foster carers and social workers to use
appropriate restraints for all children under 11 or under 5ft in height.
NEVER LEAVE THE CHILD ALONE IN THE CAR, EVEN IF THEY ARE STRAPPED IN.
Alcohol
The use of alcohol by social workers and foster carers in the presence of looked after children should
be considered in terms of both positive health promotion, and of the risks associated with
intoxication and alcohol abuse. The Government is committed to reducing alcohol related harm and
the Health of the Nation White Paper sets out targets in this area.
G It is against the law to give a child under five alcohol.
G It is an offence for a person to be drunk in the charge of a child under seven.
Foster carers and social workers have a responsibility to encourage positive health promotion
through modelling the sensible use of alcohol. Alcohol will reduce concentration and impair
responses and this can lead to unprofessional conduct. Some children will have experienced trauma
associated with alcohol misuse.
West Sussex County Council expects social workers and foster carers not to be drunk in the
charge of any child at any time.
Smoking
Over the past few years considerable effort has been made to raise public awareness of the many
different and adverse effects of smoking on health. The responsibility on local authorities is to
promote the welfare of any child looked after, and therefore to take a proactive approach to ensure
the child's health is safeguarded. Young people under 16 should not be sold cigarettes and tobacco.
Very young smokers should be encouraged to break the habit. Rules about when, where and by
whom smoking is allowed in and around the foster home should be clear. Foster carers are asked not
to smoke in front of children under 10 years of age. People who smoke will not normally be permitted
to care for under 2s. West Sussex County Council will ensure that all carers know about the effects of
passive smoking and foster carers who smoke will be encouraged to give up smoking.
Foster carers who smoke will have this issue considered by the Fostering Panel at assessment and
review.
WS097 / Edition 5 / March 2009
64
West Sussex children’s social care
Foster Carers’ Handbook
The effects of passive smoking on the health of children
Infancy
During the first year of life digestive and respiratory illnesses occur more frequently when parents or
carers smoke.
In 1974 two major studies showed an increased risk of bronchitis and pneumonia in infants whose
parents smoked. The risk was doubled in the first year and was highest when both parents smoked,
lowest when neither smoked.
Older Children
In this group also some respiratory symptoms appear to be caused by passive smoking. Studies also
suggest that by this time other adverse effects of earlier smoking can be demonstrated, including
impaired lung growth and slower developmental progress. For older children parental smoking has
been shown to be associated with coughs in non-smoking children. The effect is greater when both
parents smoke. Parental smoking is also associated with wheezing, asthma and bronchitis in children.
Finally, two studies have shown a link between passive smoking in childhood and adult lung cancer.
This link is related only to high levels of exposure.
Active Smoking in Children
In Great Britain 450 children start smoking every day. There is clear evidence that the earlier regular
smoking is established the greater the risk of subsequent lung cancer. Early smoking is also
associated with more immediate health problems. e.g. children who smoke are at risk of respiratory
illness, cough, and phlegm production. This effect operates from primary school onwards and results
in reduced school attendance.
Given the adverse effects of smoking in children and young people it is important to consider the
process by which they become smokers.
Fire risks and safety in the home
Introducing additional and looked after children into a foster family requires special attention be paid
to the risks of fire, and the need to evacuate the household in the event of fire. West Sussex County
Council asks foster carers to install smoke alarms and can provide a fire blanket for the kitchen.
Supervision
G
Children under 8 should never be left unsupervised in or out of doors.
G Children aged 8 to 16 should not be left on their own, unless agreed in the Placement
Agreement.
G Young people over 16 can be left alone, with the consent of the person with parental
responsibility and the social worker.
The following items (appropriate to the age of children foster carers are approved for) require
attention at approval and review:
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
65
General
G
G
G
G
G
G
G
G
G
G
G
G
G
G
Windows are fitted with locks. Catches should be out of the reach of younger children.
Safety gates are used properly
Stairways are safe - i.e. handrails and banisters
Glass doors are protected by plastic film
Fire guards are fitted, where appropriate
There is adequate, hazard free floor space where children can play.
There is safe storage and protection of ornaments and glassware, plants, etc
The use of free standing paraffin or calor gas fires is prohibited
Low level electrical sockets are covered
Dangerous liquids, etc and equipment are stored out of the reach of children
There should be no outstanding building work - this represents a hazard
Foster carers homes should be safe, clean, warm, and well ventilated
Bedroom space must be adequate
Play equipment is safe and secure
Bathroom and toilet
G
G
G
G
G
There are adequate toilet and washing facilities
Facilities are adequate
There is provision for soiled nappies, if appropriate
Medicines are out of the reach of children
Water temperatures can be controlled so that children are not at risk of scalding
Kitchen
G
G
G
Flexes are not trailing
Facilities are adequate
A fire blanket/extinguisher is available
Garden
G
G
G
G
G
G
G
The garden is fenced and secure
It is clean and safe to play in
Pet and animal/bird waste is routinely cleared and appropriately disposed of
Water containers and ponds are securely covered
Garage doors, sheds and greenhouses can be locked
Dustbins are covered
Drains and manhole covers are clean and secure
WS097 / Edition 5 / March 2009
66
West Sussex children’s social care
Foster Carers’ Handbook
Toys and equipment
G
G
There are sufficient toys and of a suitable range for younger children, if appropriate
All toys and equipment are safe and clean
Safety and accident prevention
Burns and scalds
G
G
G
Don't drink or eat anything hot with a baby or child on your lap
Beware dangling kettle and iron flexes, table cloths, protruding pan handles
Always have fire guards in front of all fires when in use
Falls
G
G
G
G
Bouncing chairs are only used on the floor
Use straps for high chairs and pushchairs and provide and use stair gates
Supervise children in baby walkers
Ensure rails round landings and upstairs windows are in place and working
Choking and suffocation
G
G
G
Plastic bags, ribbons and strings should be kept away from young children
Young children often put small objects including peanuts into the mouth, nose and ears - be
vigilant.
Babies should not be left alone with bottles and dummies
Cuts
G
G
G
Glass doors and low windows must have safety glass or be protected
Watch out for lolly sticks or pencils in mouths.
Keep knives and scissors stored safely
Poisons
G
G
G
G
Medicines must be kept in a locked cabinet out reach of children
Household and garden chemicals must be stored safely
Know your plants, berries, seeds and toadstools
Teach children not to put anything other than food or drink in their mouths
Drowning
G
G
G
Babies and young children can drown in the bath paddling pools or in the sea - take care
Ponds should be fenced or covered
Teach children to swim as early as possible
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
67
Electricity
G
G
G
Provide safety covers for electric sockets
Beware of worn flexes on any appliance
Never leave a young child alone in a kitchen
Always:
G
G
G
G
G
G
G
G
G
Keep matches and lighters out of reach
Store alcohol safely away
Store dangerous substances such as paraffin in appropriate containers, do not use juice or other
drinks bottles
Teach children safe cooking habits from an early age
Use secure fencing and gates designed to prevent children climbing over or opening
Regularly check children's toys such as climbing frames and swings
Cover sandpits when not in use and supervise children whilst playing
Regularly check smoke detectors
Provide a cooker guard if children are very young
General advice:
G
Take care with DIY, both when doing it and afterwards by ensuring things are safe and tools
carefully collected and put away
G Talk to children about what to do in an emergency such as a fire - teach them to dial 999
G Use walking reins or hold a toddler's hand when on the road
G Teach children the Green Cross Code.
G Cycle helmets and cycling proficiency is essential when riding bikes. Be sure the child can be
seen when walking or riding – use fluorescent clothing
G All equipment used by children must be kept in good repair.
The following "Children's Charter" is supported by over 80 different organisations throughout the
country and sets out the following rights for children.
1. To be free from the effects of tobacco when in their mother’s womb
2. To be brought up in a home that is smoke free
3. To expect that doctors, teachers and all those caring for them will set a good example by not
smoking
4. To have schools, youth clubs and public places that are smoke free
5. To be taught about the impact of smoking on health and well-being
6. To be taught how to recognise and resist pressure to smoke
7. Not to be sold cigarettes and other tobacco products
WS097 / Edition 5 / March 2009
68
West Sussex children’s social care
Foster Carers’ Handbook
8. To be helped to remain non-smokers by the high cost of cigarettes
9. To be free from any form of tobacco advertising and promotion
10. To live in a community where non-smoking is the normal way of life for all age groups.
Pets
There is a need to balance the problem of dangerous pets with the fact that domesticated pets have
a therapeutic value for some children. There are a number of health risks associated with pets, and it
is the responsibility of social workers to guide foster carers. In line with the Guidance for Child
Minders, foster carers must know and adhere to the following:
G Pets are healthy, e.g. regularly wormed and have regular flea control treatment
G Pets are kept under control
G Feeding bowls and litter trays are not within reach of young children
G Gardens are free from excrement
G Carpets and furniture are kept free of pet hairs.
The safety of children fostered in a family with pets must be considered carefully. It is always a
possibility that a dog, cat or other animal may attack a child. The animal may be provoked or merely
perceive a child as a threat. Equally, children may feel jealous of pets, resenting their place in the
family and can behave spitefully towards them, sometimes when no one is looking. However, pets can
help children settle when they move into their new family. Sometimes children feel safe with a dog or
cat that doesn't answer back, and likes to talk to them and tell them things.
It is important to remember that children's experiences of animals may be very different from those
of foster carers’ own children and family. They may have seen animals teased and abused and may
think that this is an acceptable way to treat them. If possible, foster carers shouldn’t leave children
they are looking after in a room alone with a dog or cat. No matter how docile and relaxed the family
pet may be, they may naturally respond angrily to a sudden action from a child that hurts or shocks
the family. Foster carers will have talked with a social worker about their pets during their assessment
as foster carers, and a risk assessment carried out at that time. It is important for foster carers to let
their support/supervising worker know of any changes in the health or temperament of their pets
that may affect the care of a child.
Management of behaviour
In general
Enabling children to develop an awareness of danger and respect for the needs of others, as well as
helping them to develop appropriate self-control is a central responsibility for all parents. Most
parents use the experiences of their own childhood as a basis for bringing up their own offspring.
They follow the models provided by their own parents, families and friends. The way in which
children's behaviour is managed, and the means by which they gradually develop and take
responsibility for themselves varies from family to family. All parents have the right to exercise
responsibility for their children in their own way. This is a private matter, provided that the child's legal
rights to protection from physical or mental injury or abuse are not violated.
For children in foster placements behaviour management is far more prescribed and this will impact
on the parenting of your own children.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
69
The message to the child should be clear - "We accept you as a person with rights, feelings and
individuality; we reject totally those things you do which make trouble for yourself, or for others, and
which keep you from growing as a competent, autonomous human being".
Caring for children also involves controlling them, defining the boundaries beyond which behaviour
is unacceptable or dangerous and disciplining them when these boundaries are over-stepped. The
management of a child’s behaviour and providing a structure in which the child can healthily develop
begins at birth although the differentiation between right and wrong or acceptable and
unacceptable behaviour develops gradually and is dependent on the child’s understanding and early
experiences.
Children learn how to behave by watching, listening and talking to the adults who care for them.
Children develop their values from what adults are like as people (with everybody not just them) and
base their behaviour more on what you do than what you say. So the more you treat a child as a real
and valuable person the more they will behave like one.
It is well documented that children need strong boundaries, which can be flexible but which will not
break under pressure. So clear, consistent rules that are based on fair, reasonable principles are vital to
a secure family life. In most families these fundamental principles evolve as children grow and
develop. However, foster carers have the problem that they have to integrate a newcomer into their
family who is unlikely to share all their discipline values. So whilst carers are keen to make this
newcomer welcome and comfortable, they perhaps fear enforcing too many "rules", but also fear
abandoning their fundamental principles, which their own children live by.
If foster carers can view their "rules" and "boundaries" as positive, then these rules and boundaries are
likely to make the newcomer feel more comfortable and secure.
Whilst it is important to establish the rules which underpin the family’s life or lifestyle, with the foster
child, there is a need to establish a hierarchy of rules, stand firm on some and be flexible on others.
All this is only difficult in so much as it feels unnatural to analyse and scrutinise a family lifestyle that
has evolved over years. When foster carers are trying to introduce a newcomer, they have to catch up
with and understand this. Foster carers will need to be clear about their family rules and expectations.
Some things for the foster carer to remember:
G All children misbehave at times and present unacceptable behaviour; all of them require some
form of control and accept that sanctions are a consequence of inappropriate behaviour.
Sanction and control are therefore seen as essential elements in the maintenance of good order
and discipline. Their exercise, in conjunction with routines and a consistent approach, offers
security to children.
G Since your foster child is new to your home they will not know or understand your rules unless
you explain them. They will not have lived with these rules for as long as your own children (if
you have any) and so will not necessarily keep them immediately or easily.
G You need to remember that some of the ways you organise your family life or lifestyle may be
very different to your foster child's previous experience and so where these differences do not
challenge your fundamental principles, you may be able to negotiate a compromise.
WS097 / Edition 5 / March 2009
70
West Sussex children’s social care
Foster Carers’ Handbook
Discipline and corporal punishment
The purpose of discipline should be to stop a child from infringing the normally expected standards
of behaviour, not to vent your anger and frustration. So when considering punishment, effectiveness
should be the keynote. A second and equally important feature should be fairness. Foster carers need
to be satisfied that the child understands what they did wrong and that their punishment feels fair
and reasonable. To fulfil the two demands of effectiveness and fairness, the following ideas might
prove helpful:
G The fact that punishment will be the result of some misdemeanour needs to be stated, e.g. "If
you do that again I shall have to send you out of the room until you are ready to behave
properly."
G Punishment has to follow the wrongdoing reasonably closely in time; so that the wrongdoing
and the punishment are linked in the child's mind
G Punishment should fit the wrongdoing, for example; "If you scribble on the wall you must help
clean it off before you go out to play."
G There needs to be stages in punishment, so that you don't reach your final sanction too early
and thereby feel you have no control. For example, if your foster child is doing something
wrong, firstly you may tell them to stop; you might then raise your voice; you might then go
over to the child and remove them from what they are doing and at any stage in this process
the child may stop the offending behaviour.
G Expectations of behaviour and the punishments for misbehaving must be appropriate to the
age and experience of the foster child.
G As a foster carer involved in disciplining someone else's child it is important to take into
account the child's previous experiences of discipline/punishment. This is especially important
for children whom you know to have been neglected or abused; for them, being isolated in a
room may remind them of old fears and unhappiness.
If a foster carer experiences continued difficulties with managing a child's behaviour, they should
discuss this with either their support/supervising worker or the child's social worker before it
becomes completely unmanageable. They will be able to offer practical ideas of management, also
perhaps help in understanding the behaviour. Foster carers need to be clear in their thinking about
managing behaviour, and may need help to avoid using inappropriate sanctions.
It is important to remember that children, in the main, do want to please and seek out love, approval
and attention. Misbehaving may be a way of gaining attention. If you tend only to respond to bad
behaviour and not when the child is playing happily, they will soon learn how to get your attention!
No corporal punishment
It is the policy of West Sussex County Council that no looked after child should be the subject of
Corporal Punishment. This policy is underpinned by the Fostering and Adoption Regulations 1991
which specifically state that no corporal punishment can be administered to a child in foster
placement (Schedule 3). The Fostering Regulations 2000 state that the fostering service provider must
draw up and implement a written policy on acceptable measures of control, restraint and discipline
of children placed with foster parents. This policy must provide in particular that no form of corporal
punishment may be used on any child placed with a foster parent. Physical restraint may be used on a
child only where necessary to prevent likely injury to the child or other persons or likely serious
damage to property. This policy is embodied in the Foster Carer Agreement and is one of the
matters that foster carers agree to when they sign the Agreement.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
71
What is corporal punishment?
Corporal punishment is smacking, hitting or shaking of the foster child, or using an implement (e.g. a
belt, hairbrush or slipper) to punish a child. Using the minimum necessary physical force to protect a
child from danger is not corporal punishment.
Reasons behind the law and the standard
Many children looked after may have been abused in their own families. They may have experienced
punishments that have been both violent and unpredictable. It is the duty of the local authority and
the job of the foster carer to attempt to repair the damage caused to children through the harm that
they have suffered. For a child to experience corporal punishment in foster care would reinforce and
perpetuate the harm they may have suffered.
False accusations
Parents who are opposing West Sussex County Council through the courts, or children who don't
want to be in care, may look for ways of undermining foster carers and the social workers. Accusing
foster carers of abuse is one way of doing this.
Loss of Control
Many children in care, because of their past experiences, can be very provocative, demanding and
difficult. There is a real danger that if foster carers resort to corporal punishment they will lose control.
It will be better if they are helped to find ways of avoiding and, if appropriate, altering the child's
offending behaviour rather than physically punishing the child.
Little effect
Punishments of any sort will only result in improved behaviour if children understand and accept
why they are being punished. Looked after children can take months or years to really care about and
trust their new family and, therefore, punishments are likely to have very little effect on the offending
behaviour. Consequently, foster carers can get into an increasingly vicious circle punishing a child
more and more frequently because punishment has so little effect.
Teenagers
Clearly, the aim of corporal punishment is to cause pain. In order to cause pain to older or larger
children, it is actually necessary to hit them and this constitutes an assault and could lead to criminal
prosecution. Also, if corporal punishment is used with older and large children and teenagers, they
are quite likely to retaliate!
The UK National Standard (7) on Safe Caring says that each child or young person in foster care is
protected from all forms of abuse, neglect, exploitation and deprivation. The authority ensures that its
policy on corporal punishment is implemented and that each child in foster care is protected from all
forms of corporal punishment. (smacking, slapping, shaking) and all other humiliating forms of
treatment or punishment.
WS097 / Edition 5 / March 2009
72
West Sussex children’s social care
Foster Carers’ Handbook
Children of the foster family
In West Sussex there is an expectation that if you foster for us, you will not use corporal
punishment on your own children.
The physical punishment of carers’ own children (birth or adopted) is not actually illegal unless it is
judged to have caused or be likely to cause the child significant harm. However, although carers will
have signed up to the ‘no-smacking’ policy in respect of fostered children, the position regarding
birth or adopted children in a carers’ family is complex
There is a similar issue for fostered and adopted children in that both groups may have suffered
adverse experiences including neglect, abuse and exposure to domestic violence. Thus their own
exposure to physical punishment or indeed the witnessing of other children in a home being
physically punished could have damaging repercussions for them above and beyond those
experienced by children who have not suffered from those experiences.
For adopted children it is the authority’s policy that any prospective adopter should show a readiness
to accept that corporal punishment is inappropriate for children in adoptive placements. Although
this cannot be applied retrospectively, it is important that any foster carers who have adopted (or
indeed are considering adoption) are aware of the policy.
There are clearly issues relating to the management of behaviour in the home if children are treated
differently dependent upon their legal status. Thus the message the Authority would wish to convey
is that foster homes should be ‘no-smacking’ households. Of course, it is acknowledged that carers
often have to deal with difficult and challenging behaviour and we would encourage foster carers to
take up appropriate training courses, such as ‘Avoidance and Diffusion of challenging behaviour in
young children’ and ‘Children’s Identity’.
Suggestions for permitted discipline
Sometimes the enthusiasm of looked after children for exploring and testing will lead them to make
mistakes. Positive ways need to be found to help them avoid making the same mistakes again rather
than a punishment that might inhibit them.
Foster carers will recognise that different methods of discipline are needed for different ages. Foster
carers' support and training groups, health visitors and social workers can help with advice when a
particular child's behaviour seems impossible to change.
Some practical points to remember for the significant developmental stages are listed below. They
are not exhaustive and foster carers will have developed their own tactics for helping children.
Also see Appendix 1 Draft Policy on Physical Restraint
Babies
"Prevention"
Protect or remove from prying fingers anything that might injure a baby or young child who is
naturally into everything. They must be allowed to roll, crawl and play. They are not being naughty
when they touch things, they don't yet have the capacity to understand about being good or bad,
they just want to explore. Keep them safe from dangerous objects and you won't have to punish
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
73
them for touching things they should have been protected from. If they cry or seem miserable it's
most likely that they are miserable or uncomfortable or in pain, perhaps through teething or just
feeling unwell.
Toddlers
"Distraction"
Many foster carers will know about the 'terrible twos" and the associated temper tantrums. The child
is emerging from babyhood and beginning to make a bid for independence; however a toddler in the
supermarket who insists on going in the opposite direction to everyone else doesn't make a positive
advance in learning more reasonable behaviour by being smacked. Foster carers need to bring all
their skills and adult reasoning and imagination into play when caring for toddlers. Distract them to
some other activity.
Nursery and young school age children
"Good example, clear information and firm boundaries"
When foster carers recognise that a child has moved on to a developmental stage where
understanding and reason can be used then it is important for them to carefully explain to the child
what is acceptable and what is unacceptable behaviour and why.
When a child with special needs is being cared for it will be more important to be certain that the
messages are clear. Verbal messages may need to be reinforced with actually demonstrating what is
required.
Children learn by example, so politeness, consideration, co-operation and owning up when you are
wrong is more likely to get similar behaviour from children. This is the age of experimentation.
Meeting other children can lead to showing off as well as more sociable behaviour like sharing and
friendship. Rude rhymes, noise, swear words and boisterous behaviour can be exciting to children.
Adults’ explanations about why some words are unacceptable help children learn why they shouldn't
be used. Bored children sometimes find things to do that are unacceptable.
Foster carers can help children use energy positively by engaging them in activities like swimming
and ball games, while running, skipping and jumping all channel natural energy to everyone's
benefit.
When a child has a physical disadvantage it may be necessary to get specialist advice on how best to
help the child use energy positively. For example, a physiotherapist could help foster carers plan
activities that would improve a child's behaviour through increasing mobility.
Teenagers
Clear information, a willingness to listen and compromise, and a good sense of humour are central to
looking after teenagers.
In common with the very early years, this is a time of great developmental changes. The difference is
now they are too big to pick up and carry away from danger.
Teenagers have to learn to make their own decisions and take responsibility for their own actions if
they are to turn into competent adults. Letting them learn by their own mistakes yet being there to
help them sort things out is a skilled and often a highly worrying task for foster carers. It is a time in
WS097 / Edition 5 / March 2009
74
West Sussex children’s social care
Foster Carers’ Handbook
many families where parents and foster carers own values and rules have to be revised. It can be a
very stimulating time and it can also be very demanding.
Use of Sanctions, and problems with sanctions
Some form of sanction will be necessary where there are instances of behaviour, which would, in any
family, reasonably be regarded as unacceptable. Where sanctions are felt to be necessary, good
practice indicates that they should be relevant and fair. In addition, the sanctions should be
appropriate to the age and circumstances of the individual child.
Permitted sanctions
Restitution It is recognised that children and young people should make some form of restitution
when they have deliberately damaged or have been involved in deliberately damaging or destroying
property, or when they have stolen or caused to be stolen the property of others.
The level of restitution should reflect the actual damage intent, the age and understanding of the
young person and the ability to meet the cost. Restitution in the form of financial payment or
replacement should be made to the rightful owner. It may entail returning stolen goods to a shop
owner or paying back goods or money taken. Restitution can be made for damage to, or for
destruction of, the environment and/or external or internal property or for personal property. The
form and method of restitution should be drawn up in a contractual agreement, and following
consultation with the social worker and parent.
Reparation The making of reparation is seen as any task asked of a child or young person, with the
intention of making amends for the damage done or caused to be done to another person's
property. The level of reparation should reflect the actual damage intent,
the age and understanding of the child or young person and the ability to make the appropriate
reparation.
Reparation may take the form of:
G Repairing or cleaning property
G Cleaning of graffiti
G Extra home chores
G Garden work
G Apologising to the person hurt or offended.
Loss of privileges This involves the deprivation of extra treats or leisure activities. They can take the
form of:
G No late night TV or video
G No visits to the cinema
G No leisure activities
G No activities outings
The loss of privileges should be time-limited and in line with the age and understanding of the child
or young person and their ability to cope with this loss.
Time Out Time out is a device whereby the child or young person is removed for a limited period.
The purpose of time out is to give the young person the opportunity to think about the
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
75
consequences of their behaviour on themselves or others. It should be a time-limited, short-term
measure to help defuse a difficult situation. Time out should not be used when:
G The child cannot cope in an unsupervised situation
G The child interprets time out as a serious rejection by the adult
G The child could harm themselves or others
Loss of Pocket money The law is a problem here. It seems to say that pocket money cannot be
withheld. Foster carers need not pay it to the child directly though - as a form of punishment - but put
in a Savings account for use at a later time. An exception to this is for restitution for damage or
stealing. Foster carers should agree this with their support/supervising link worker before
withholding pocket money.
Some do’s and don’ts for working with children
and young people
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
Be consistent.
Respect their privacy.
Keep any promises made to children.
Before any action, communicate clearly and effectively your intentions to the child.
Do not be afraid to say "no" when necessary.
Accept that you can be wrong and be prepared to admit it to the child.
As often and quickly as possible, reward good behaviour, rather than focus on the bad.
Support partners/colleagues and if you do not agree with their actions or decisions, discuss
them afterwards, but not in front of the child.
Whenever possible allow a "cooling off" period before carrying out a final course of action.
Be aware of where the children are and what they are doing.
Impose appropriate, fair and effective sanctions when sanctions are necessary, e.g. deprivation
of treats.
Be confident - let your voice and manner make it clear that you fully expect the child to do as
you ask.
Be aware of over confidence that can be provocative.
Be open and honest with the child.
Be aware of the importance of forward planning and preparation.
Be aware that your own personal mood can affect the atmosphere.
Be tolerant.
Be aware of where your partner/colleagues are and what they are doing, and their possible
vulnerability.
Do avoid inappropriate confrontations at whatever level.
Do not be afraid or too proud to seek advice or help before the situation escalates.
Try not to get yourself involved in a one-to-one confrontation behind closed doors.
Go for action rather than reaction, instant decisions are not always correct.
Do not make a threat to a child that you are not prepared, allowed or capable of carrying out.
WS097 / Edition 5 / March 2009
76
G
G
West Sussex children’s social care
Foster Carers’ Handbook
Avoid acting in temper.
Do not punish your family for the individual. Remember their feelings and the part they play in
helping you.
Problems foster carers may meet
Children have to express their feelings somehow and it is easier to act out than talk. Foster carers they
may need help in dealing with difficult situations and behaviour and referral to the CAMHS service or
to the specialist psychology service through the social worker may be an appropriate course of
action. The children and young people foster carers are asked to look after are children first and
foremost. They have the same range of needs, difficulties and behaviours that any child of their
age/developmental stage has. However, because of the particular problems associated with family
disruption and being looked after, they may present particularly challenging behaviour. Some of the
behaviours foster carers may encounter are described below.
Anger: How a child shows his or her anger depends on their age, personality and situation and
whether the anger is regressive. Children may turn their anger in on themselves. They may feel they
are bad and will deliberately destroy things that belong to them and they may hurt themselves. From
head banging in young children through to drinking or drug taking in adolescents, these are cries for
help calling for both reassurance and calm from both social workers and foster carers.
A child who has experienced physical abuse has learned that lashing out is a way of responding to
stress. It will take time to learn there are more acceptable ways of responding. Hitting as a means of
punishment simply reinforces the message that violence is okay. It is not, children need reassurance
that foster carers are not frightened by their outbursts – rather they should help them control
themselves, and not condemn them for it.
Rage is a reaction to anger, but is as frightening for the child as for the witness. It’s best to say as little
as possible at the time, and if necessary hold the child calmly to prevent them hurting themselves or
others. Later, try to ask the child whether they understand what they were angry about.
Foster carers should prevent the child or young person injuring self or others but, when calm,
consider what the demands being made are. Giving the child a sense of control that is appropriate to
their age is the aim here.
Frozen watchfulness: This is a term used for children who are very passive and wary of those around
them. They are afraid when touched or their body goes rigid when they are approached for routine
things such as nappy-changing or taking their hand to cross the road. These children will seem to sit
for ages, very still, in a world of their own. Their reactions to being spoken to or coaxed can be either
timid or surprisingly defensive or aggressive. Often this behaviour marks long experience of abuse,
physical, sexual and emotional, and extra special care and patience is called for in helping the child
learn about trust, good feelings and kindness. During the healing process, the child may well resort to
other forms of problem behaviour that they have been unable to deal with at the proper stages of
development.
Aggression and bad language: This may be an attempt to provoke a fight so the child can release
their feelings. Bad language is designed to produce maximum shock effect. Foster carers should
remain unshocked and ask the young person to refrain from it. Responding in kind can lose the
respect of the young person. Foster carers should set limits to what they will tolerate and allow the
child lots of opportunity to rid themselves of aggressive feelings through letting off steam in other
ways.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
77
Hostility to parents: If a child feels let down he will be hurtful. Foster carers should try to talk this
over with the child, accept her or his anger but help them forgive their parents. Children may also be
angry with the foster carer in the parent role - because they are there and their parents are not. Foster
carers can help them separate their feelings out and keep reassuring them.
Wetting and soiling (enuresis and encopresis): Often this happens as an immediate reaction to
coming into foster care and will pass, but if it persists help from the social worker or through the
child’s general practitioner, school nurse or CAMHS may be needed. Some children who wet/soil do
so for deep seated reasons and feel terrible about it. While foster carers may find changing soiled
sheets unpleasant, they should try not to show it. Sometimes there is a physical cause to bed wetting
like deep sleep or a weak bladder. Anxiety is often the cause, or the expression of anger. There is no
magic cure – foster carers have to stay patient - rule out physical causes first and then choose the
other range of possible solutions.
Grief: Children feel the effects of loss in the same way as adults – and looked after children have
inevitably suffered loss.
Depression: If a child is so overwhelmed by their feelings they may become depressed and feel
rejected, and that life is not worth living. Babies may go off their food and lose weight. A toddler may
reject physical contact, go off food and be uninterested. Generally, staying close, reassurance and
contact with familiar things will help.
School age children may also go off their food - be apathetic. Foster carers should try to offer physical
comfort and their presence. For teenagers depression can be a real problem. Normal hormone
changes can cause mood swings - so if a teenager is anxious and worried about other problems this
needs to be treated very seriously. Depressed adolescents need a lot of expert care and you foster
carers can expect a lot of help, training and support to help them with their task.
Hyperactive children: Some children who are "always on the go" have physical problems or
allergies which cause the over-activity. For others it is a way of defending themselves from painful
reality. Children may use their energy to keep their thoughts at bay and being busy will keep other
people at a distance. This behaviour is sometimes diagnosed as Attention Deficit Hyperactive
Disorder (ADHD). If there are concerns that a child may suffer from ADHD a referral should be made
to a consultant child and adolescent psychiatrist for possible diagnosis and treatment. Foster carers
may need expert advice on behaviour management, but is general terms should try to offer a calm
and structured lifestyle with the opportunity for the child to let off steam when necessary.
Immaturity: Children deprived of love may remain emotionally under-developed. Time and
attention can help, although often children will remain vulnerable. Foster carers could try to treat
them at their emotional age, but should remember that intellectually they may have no problems.
Masturbation: Masturbation is often confused with sexuality, or being "over-sexed". For many
children and young people it is a way for the child to release tension. Often a calm, matter of fact
approach is best.
Eating problems: Foster carers must never force a child to eat, or, in the case of an older child,
comment adversely on their food choices. Deprived children often seem greedy but are eating
compulsively. Troubled children are more prone than others to use food as a part of their emotional
repertoire. If foster carers are not careful, they can easily get drawn into their battles and schemes
without realising what is happening. They shouldn’t use food as a threat. Some children will be
unused to certain foods, and may be reluctant to eat them.
WS097 / Edition 5 / March 2009
78
West Sussex children’s social care
Foster Carers’ Handbook
Anorexia Nervosa and Bulimia (eating disorders): If foster carers fear that a child (usually a girl) is
taking her eating far too seriously, eating alone or only specific items or in tiny amounts, they should
carry on as normal but find an opportunity to talk with her alone to say you are worried about her try to get her to speak of how she is feeling about herself. These disorders often go with very low selfesteem. They generally take a lot of care and counselling to help the young person back on to a
sensible eating pattern, and foster carers should consult the GP as well as tell the social worker.
Institutionalisation and attachment problems: Often children who have suffered neglect or
emotional abuse, been in institutions or had a series of carers are unable to form deep relationships
with others. Foster carers may feel as though there is a permanent stranger in their home. As time
goes on they may learn something of the ties that exist in a family and use the foster carer’s family as
a pattern for later life.
Indiscriminate affection: Children who have never been able to make attachment with others may
not have a clear sense of belonging and may look to all adults for love and affection. This may mean
they cuddle anyone - and try to make attachments to total strangers. They need reassurance and time
to develop a sense of belonging and how to differentiate between people they know and people
they don't.
Jealousy: The child may be jealous of the foster carer’s own children because they belong and
he/she doesn't. They may also try to come between members of the foster family. Children of foster
carers may also feel jealous because of the attention their parents are giving the other child. A foster
carer may also feel jealous if the child and their partner develop a good relationship from which they
feel excluded. Hidden jealousy can be dangerous, so foster carers should try to keep these sorts of
problems out in the open. Discuss the problem, maybe with the support/supervising worker.
Attention seeking: Some children who are unsure of themselves are not able to share attention. If
they are the centre of attention they are OK - if they have to share it they can be disruptive or
miserable. Helping children to share attention takes a long time and perhaps needs the dividing up of
times.
Lying: Whatever the reason for lying - attention, sympathy, escape of trouble, fantasy - if foster carers
are firm, fair and consistent, and set a good example - it should improve.
Difficulties with lying and dishonesty can sometimes continue over long periods and put foster carers
and their family under a lot of strain. Foster carers should talk to the child’s social worker, their
support/supervising worker, or to other foster carers to work out how to help individual children.
Stealing: To some children, helping themselves to a few goodies will not seem wrong - once the
house rules are explained about when "goodies" are handed round, a child can be expected to think
about some restraint - but this will not come at once and it is kinder to put temptation out of sight
with a gentle explanation about sharing things. The same is true for small sums of money.
Many children go through a phase of stealing - it may be about behaviour they are used to, a lack of
self-control, or difficulty in understanding about possessions. It may be on impulse or organised.
Foster carers should discuss all these problems with the social worker. Major theft from the foster
carer and their family must be reported to the police and to the child’s social worker.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
79
Emotional development
Making and keeping friends
We all need friends so it is important that children have as many opportunities to make friends as
possible.
Many of the worries children mention relate to friendships:
G Falling out with friends
G Losing friends
G Changing schools and missing friends
G Moving on and not seeing friends again
When a child first arrives and foster carers are given information about the child, they should ask
about the child's friends, who they are, and where they live. Try to help maintain these friendships.
Children need help to keep friends too, and foster carers could:
G Invite friends to tea
G Invite friends to stay the night
G Get the child to telephone their friends
G Get the child to write letters to their friends
G Make sure a child who moves on leaves a new address/telephone number
G Help the child organise a meeting of old friend
G Allow the child to go to stay with a friend if that is possible
Friends are very important, and foster carers should:
G Arrange lots of opportunities for the child to play with others
G Help them to share and take turns with favourite toys and games
G Try not to get involved if they argue; children can usually sort things out themselves
G Be ready to offer sympathy and a listening ear afterwards
G Make sure that the child has the chance to meet other friendly adults, too, and can answer them
politely.
Many children will make a special friend of an adult such as a grandparent.
Coping with crisis
The word crisis conjures up different things to different people. To a small child it may be a crisis if an
ear falls off a favourite teddy or they can't undo a tin or box. To an older child a crisis might be
grandparent dying or their pet cat being run over by a car. What is dreadful one day may be fine
tomorrow. Everyone is different and we all have our different ways of coping with crisis. Some
children will cry so it is obvious they have a problem, others will bottle it up.
Their unhappiness may show with health problems. Many of these may be just normal growing-up
symptoms but if they persist the child may have a problem.
How to help them cope:
G Let them know you care be available be a good listener re-assure them
WS097 / Edition 5 / March 2009
80
G
G
G
G
G
G
G
G
G
G
G
G
G
West Sussex children’s social care
Foster Carers’ Handbook
Suggest positive steps such as: - talking to their friend, teacher or relative - taking part in a
physical activity - giving themselves a treat
Make them feel secure
Help them become independent
Help them to look at things from ail sides
Get them to have a medical check-up. Many problems vanish when they find they've nothing
physically wrong with them
If it's an emotional crisis, help them to cry
Have somewhere private so they can talk or cry without being heard or interrupted
Be aware
Be tolerant
Be concerned
Be understanding
Be patient
Be honest and discreet
Sexuality and sexual orientation
The Children Act guidance suggests that for every young person the experience of being cared for
includes recognition of his or her need for sexual education. As well as practical advice this must
cover the part that sexuality plays in a sense of identity and the emotional component of sexual
relationships. For each young person developing sexual identity is part of who they are and must be
recognised. Young people may be faced with confusing messages regarding sexuality and sexual
orientation. We have to take a positive approach to provide the information that young people need
to help them to develop their sexual identity and that will help keep them safe, emotionally and
physically.
Sex education
Most children are gradually prepared at home for the changes in their own body and feelings. If foster
carers are the people closest to the child then they will need to guide them through the difficult area
of sexual relationships.
Sexual precocity and promiscuity
Some children learn to use their sexuality to stimulate the interest of the opposite sex at an early age.
Sometimes they are copying their parents' behaviour and may not have experienced a normal
parent/child relationship. Sometimes they will not know that their behaviour is inappropriate.
Promiscuity is a difficult problem. Some children feel deprived of love and feel unsure of their
attractiveness and so lovemaking helps them to feel wanted. The foster carer’s and social worker’s job
is to explain the dangers - both physically and emotionally – of sexually transmitted diseases,
unwanted pregnancy and the devaluation of themselves and their partner.
It is a criminal offence for an adult to have a sexual relationship with a young person
under 16.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
81
Pregnancy
Whether planned or unplanned, pregnancy needs to be dealt with sensitively. Hopefully you will help
the young woman through her pregnancy and support whatever decision she makes about her baby.
She may need help to decide whether to keep her baby, ask her family's support or consider
adoption, but it is her decision to make.
If a young man is about to father a child he will have feelings too. He must know that he can talk to
you. He may also need legal advice.
Abortion
The termination of a pregnancy requires careful counselling as it can have serious emotional and
physical effects.
Homosexuality
Confusion over sexual identity is common in adolescence. Some young people, however, do
recognise that they are gay or lesbian and will need your help to put them in touch with groups of
young people and counsellors who can help and support them. All young people need to feel
comfortable with their sexual identity and it is the shared responsibility of the social worker and the
foster carer to help them achieve this.
Listening and being listened to
A good communicator should not lie or build up false hopes. They should be trustworthy, reliable and
honest and most especially, a good listener. Foster carers cannot listen to children all the time but it is
often possible to spot when young people and children have something important to say by a
change of behaviour or mood.
Some simple listening rules:
G Never be too busy to listen. Children have important things to say – sometimes at the most
inconvenient time of day.
G Listen to what is being said - give the child your entire attention
G Don't anticipate what will be said next. Wait and listen - that way you'll be sure.
G Keep your thoughts to yourself as to what is being said. Don't let your mind jump away from the
topic.
G Pay attention to both what is being said and how it is being said.
G If you have a question, make a note of it unless it disturbs the child. Ask the question at the
proper time. Don't interrupt or write while the child is actually talking. Asking questions can
certainly help but they require careful handling and good timing.
G If you disagree, don't get angry. Wait until he/she is finished. He/she may say something that
makes your anger unnecessary or even embarrassing.
G If the child is continuing for a long time, jot down a few notes when there is a pause or when
the child has finished speaking. This will help later on in remembering what was said.
If you want to talk to a child:
G Plan the time and place to suit you both and if possible, tell the child in advance. Don't choose a
time when a favourite TV programme is on!
G Plan what you want to say jot down the main points have a pen and paper ready to make notes
WS097 / Edition 5 / March 2009
82
G
G
G
G
West Sussex children’s social care
Foster Carers’ Handbook
Tell the child at the start what you want to discuss
End by saying what is agreed and what action is to be taken
Don’t gossip or pass on what you have heard to others
Show you are listening by eye contact, nodding or use of body language
Confidentiality
Social workers and foster carers can and should respect confidentiality/privacy unless they feel the
child is at risk of significant harm.
If you feel that you must pass on something you have been told, tell the child, explaining the reasons
why, what you will do and how you will do it
A child should know that the foster carer is always open and honest with the social worker.
Self-respect, self-esteem, and self-confidence
Everyone needs to be valued, to feel special, to feel important. By treating children looked after as
individuals, working and caring for them social workers and foster carers will build up their selfconfidence. By making opportunities for children to succeed they will build up their self-esteem.
No matter what difficulties a child has had in the past, they need to know that you expect them to
overcome these difficulties; that they must become responsible for their own life and behaviour. Treat
them with respect and gradually they will learn to respect you and others around, and also to respect
themselves for what they are.
Children have to learn that real friends like them for what they are, NOT because they are slim or wear
the latest fashion clothes. Sadly, children are often discriminated against because of their looks or
their clothes. To have self-respect and to build up confidence a child must understand and know
themselves and what makes them 'tick'. Children must realise that they should take responsibility for
their own actions.
Values
The Children Act was introduced to ensure that children are helped in all sorts of ways so that they
learn to become responsible caring adults. Government advisers on the National Curriculum in
schools have now issued a set of guidelines stating that teachers work in PARTNERSHP with
parent(s)/foster carers to see that children are able to make responsible decisions in their lives.
Children should learn to:
G Know the difference between right and wrong
G Tell the truth
G Keep promises
G Share
G Respect the rights and property of others
G Act considerately
G Help those less fortunate and weaker than themselves
G Take personal responsibility for their actions and self-discipline.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
83
Many children complain if someone cheats on them yet a little later these same children will cheat on
others. They need to learn about standards, about what is acceptable and what is not acceptable, and
to think about how others feel.
As they grow up children will become aware of issues such as damage to the environment, drinking
alcohol, smoking, bloodsports, divorce, abortion, loyalty, sexuality and racism.
Foster carers have an important part to play in helping values and opinions develop. Group
discussions, family discussions, reading newspapers and watching particular television programme
are all ways that can develop a child's beliefs.
Children all need to understand that other people may have different values from theirs such as
religious and/or family values. These must be respected. Of course, children will always question why
things are as they are and will test the boundaries. There needs to be boundaries so children know
where they stand, so they have something to rebel against so that they have something to keep
them in good stead for the future.
Privacy and confidentiality
As children grow up they have a wish for secrecy; a desire for privacy and confidentiality. Many
parents and foster carers find coping with this difficult. This very natural part of growing up should be
respected. Children being looked after often hate the thought that they are talked about or that what
they think they have told someone in confidence is being passed to someone else. They also hate to
think that others can easily read their file.
We all want our privacy to be respected and children are no different. Children should be encouraged
to knock on the bedroom door before entering, and in return foster carers should do the same for
them.
Children need their own space where they can leave things as they wish knowing they won't be gone
through or examined. Foster carers will also have their own personal belongings, and respecting
privacy should be a two-way process. Privacy and confidentiality can be a good area for discussion.
Some secrets cannot be kept - if foster carers are worried that a child has suffered or is likely to suffer
"significant harm", they may have to take the matter further, but the child needs to know what they
intend doing and why, and to be kept informed.
Bullying
Many children suffer really badly because they are bullied. Children who are bullied are entitled to be
protected. They often don't tell anyone in case they are thought of as "grassers".
Many of the effects of abuse may apply to a child who is being bullied so carers need to be observant.
Studies show that over half of all children say that they have been bullied at some time.
What is bullying? Bullying may be said to be long-standing violence, physical or psychological,
conducted by an individual or group and directed against someone who is unable to defend
himself/herself in the situation.
Bullying may be:
G Name calling
G Physical violence - including pushing, poking, pulling hair, punching
G Gestures
G Extortion - handing over money, food, homework, etc.
WS097 / Edition 5 / March 2009
84
West Sussex children’s social care
Foster Carers’ Handbook
G
Exclusion from friendship
Anyone can be a bully and anyone can be bullied but it seems that quiet, solitary and less aggressive
children tend to get bullied more as do children who are smaller than their peers. It can occur at any
age.
Children with special needs and children from ethnic minority groups are twice as likely to be called
names as other children. "Who Cares?" magazine makes the following suggestions for children who
have been bullied.
No one should tolerate bullying.
G Suggest the child gets help, talks to someone they can trust such as their social worker, foster
carer or someone at school
G If they are worried that telling will make matters worse, let them know that you will be discreet.
G If the problem is not sorted out immediately, tell them not to give up. Most schools have an anti
bullying policy so schools need to know what is going on. In fact many schools are taking a very
active part in trying to combat bullying.
What else can the foster carer suggest children do about bullying?
G
G
G
G
G
G
Don't let bullies think they are scaring you. Try to ignore or laugh at what they say - its hard but
worth a go
If you do get angry, don't let it show
Stay with a crowd - bullies usually pick on you when you're on your own
Time your visit to the toilet at school so that others are there too
Keep a diary. Write down what happens each time you are bullied, what is said, when and
where
Give this information to those who are helping you.
Separation
There are many different types of separation. A child who is looked after may be separated from and
miss parents, siblings, other family, friends, belongings, pets, house or garden.
Moving house with your family is said to be more traumatic to children than their mother having a
new baby.
Moving to foster carers must be an even greater trauma for children as it involves all sorts of losses
and separations. This may be particularly difficult for children from an ethnic minority group who
move to live with a family from a different background. These children may also move to an area
where there are no other black children, adults or facilities such as Asian, Jewish or Caribbean shops.
It will be the same if the child moves on from one foster carer to a new foster carer, or back home.
How can foster carers help children who have to move?
G Have a warm welcoming environment for them
G Tell them about your house rules, mealtimes, activities, privacy, etc. Give them the ‘Welcome To
Your Foster Home’ booklet.
G Get them to bring as much as they wish and can, including clothes, toys, mementos
G Ensure that the toys, books, etc., which you have reflect a view of Britain's multi-cultural nature
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
G
G
G
G
85
Foster carers can talk about themselves and about the others in the house to the children
If the children want to talk - LISTEN. Don't ask too many questions
If children are moving on, tell them as much as you can about what to expect
Tell them you will be very happy for them to come to visit you
Death
If social workers and foster carers know someone close to the child is likely to die then the child
should be prepared. You might explain the meaning of words such as death, bereavement, burial,
cremation, funeral, mourn, cancer, Aids etc. If the child is old enough to understand, you could also
talk about the feelings and emotions of the different people involved; how different people will react
in different ways.
When a death occurs, foster carers may also need to remind the child what the words mean and also
explain, probably more than once, what is happening.
Rituals around death vary depending on the culture or religion. The foster carer may have to get more
information so he/she can help and support the child.
What happens afterwards? The better-prepared children are the more control they will have. The
most common complaint of children bereaved is "I wasn't included".
On hearing the news of the loss of someone they know and love children might feel a sense of shock
and disbelief - a numbness. Misery, anger, questioning, sadness, self-blame, or blaming others may
follow this. If children know in advance that the loss is to occur they will have time to prepare
themselves mentally. The impact of the loss is much greater if the loss is sudden.
Very occasionally, a child may need help to understand and cope with a parent who is terminally ill,
and to come to terms with bereavement. When the time is right, talk to them or let them talk to you.
Talking helps to dispel mistaken ideas, and helps to make sense of the loss.
Children feel pain. Don't try to get them to get over it too quickly. There is no set time that
bereavement lasts, and children can take as long to recover as adults. The pain will recur again - at
birthdays, anniversaries, at Christmas, at holiday times and at other times that were special for the
particular family.
Some children may want to go to the funeral service, others may not. Some may want to visit the
cemetery or crematorium, others may not. Whatever their wishes, these should be respected and if at
all possible acted on. It may be necessary to check that the child understands the occasion if they
wish to attend.
Remembering the person is important, so too is feeling proud of that person.
Children can develop new relationships such as those with foster carers without destroying other
relationships. Children need to know how to make room for that relationship, to realise that nothing
will take the place of the person, only that things will be different.
Losing a pet they have loved can be traumatic for a child as with losing any loved one. Just buying a
replacement probably won't solve the problem.
Be open, be frank, talk and LISTEN.
It is sensible to talk about death from quite an early age, perhaps a dead bird or a dying pet.
WS097 / Edition 5 / March 2009
86
West Sussex children’s social care
Foster Carers’ Handbook
What does it mean? What causes it? What happens afterwards? Foster carers could talk about the
ageing changes that occur throughout life; how illnesses cause different changes; and why people die.
Foster carers may also need to be alert to rituals and symbols that different religions or cultures
practise and use - "Caring for Dying People of Different Faiths" by Julia Neuberger may be useful.
Help the child find practical things they can do, such as collecting mementos or photographs or
writing down how they feel. You could perhaps suggest there is something they want to keep such as a
sweater or a pair of slippers. Let them choose.
Divorce
Divorce or separation is very much like death to children in many ways. They may be losing someone
they love. The children often blame themselves. A child will need to be prepared for what is going on
and be allowed to be involved in discussions if they are old enough to understand. Social workers and
foster carers should not take sides. A form of grieving may also take place. Be a good listener. Talk to
the child. Be prepared.
Going into hospital
Separation also occurs when the child, a parent, relative, close friends, or foster carer goes into
hospital.
What should a child be told before going into hospital themselves?
G What will happen
G Explain that some people and children stay in bed all the time, have their meals in bed and use
a bed pan instead of going to the toilet
G Tell them who they will meet, doctors, anaesthetists, nurses, porters and other people who work
in the hospital to look after people who are sick
G If children are going to have an operation simply explain that they will have a special sleep.
When they wake up they will be sore, may have bandages on them but that they will gradually
get better. If they are old enough to understand you may, or the doctor may, give them more
details. Tell them you will be there all the time they are asleep
G Be honest and accurate about how often you will see them AND don't make promises about
how soon they will be out of hospital be calm and reassuring.
NEVER use going into hospital as a threat.
In most hospitals it is possible/expected that the parent carer or someone close to the child to stay
with the child overnight. West Sussex County Council can provide child care for the foster carer's own
child/other foster children
Permission for an operation must be obtained from the parent or the child’s social worker.
What should a child take if he or she is going to stay in hospital?
G Toothbrush, toothpaste, brush and/or comb, soap, flannel, towel etc
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
87
G
Dressing gown, pyjamas, slippers and normal day clothes
G Toys, games and books
G Some young children may also want to bring a comforter with them.
How will the social worker, foster carer or the child know what will happen? Most hospital are much
better than they used to be at explaining what will happen and what to expect. Many also provide
useful booklets to read at home. If you have a worry or a query, please ask the nurse or doctor. They
will be glad to explain anything to you.
What should a social worker or foster carer tell the child when leaving the hospital?
G When you leave, you should tell the child you are going and when you will be coming back.
G You should tell the nurse when this will be so he/she can comfort or occupy the child.
G You should never pretend that you are going outside for a few minutes when you are actually
leaving. This will cause the child even more stress.
The child needs to know:
G Why they or someone else is going into hospital.
G It is not a punishment.
G They are not being sent away.
G They are being taken to hospital to be made well again or to help ease their pain
Remember to tell the hospital staff: any particular names a child might use, e.g. "loo";
any rituals a child may have to get off to sleep; special dietary needs or medicinal needs such as an
inhaler.
Some books the carer and child might read are:
"Why, Charlie Brown, Why?" by Charles M Schulz
'When Someone Has A Very Serious Illness" by Marge Heegaard
"When Your Mum or Dad Has Cancer" by Ann Couldrick
"When Someone Special Has Motor Neurone Disease"
Sleep
No two children need exactly the same amount of sleep but regular sleep in essential. You cannot
make a child go to sleep at night but he/she is more likely to sleep if he/she had plenty of exercise
and fresh air, and plenty of play and things to do in the day.
Foster carers should make going to bed a happy time - it helps to have a bedtime routine. Here are
some ideas:
G A quiet time before bed
G A warm bath
G A goodnight story, song, talk and cuddle
G A favourite toy
G Things to look at in bed until sleepy.
If the child wakes in the night - reassure him/her firmly and quietly. It is best not to talk or play or to
give drinks other than water (other than for babies) because he/she will enjoy this and is more likely
WS097 / Edition 5 / March 2009
88
West Sussex children’s social care
Foster Carers’ Handbook
to go on waking up. If the child always wakes early leave sturdy picture books and safe toys for
him/her to play with. If the child is awake a lot and you feet tired or worried, talk it over with your
health visitor or school nurse.
Research has shown that children who have been under stress or who have experienced loss or
separation may not sleep well (read "Through the Night" by Dilys Daws). It may just be that the child
is used to very different sleeping arrangements to what others consider "normal". Patience,
understanding, talking and listening are the best tools. Gradually the child should develop better
sleeping habits. If however, things do not improve or the child has bad dreams the foster carer will
need to seek professional help.
Fostered children under 16 should not sleep on a different level from the adults in the house. The risks
of fire and unauthorised entry at night mean that carers must be close at hand to ensure the safety
of children and young people.
Toilet training
Wetting - daytime
Most children are more or less dry by day by the age of 3, whether they have been trained or not. But
lots of children go on wetting at night for some time after this. Lots of parents/foster carers search for
some way of training children to be dry as early as possible, really because it means less work. Most
parents/foster carers with other children would say that the only thing you can do about wetting,
either by day or by night, is put up with it.
If a child starts wetting after having become reliably dry or has never been dry in the day by the age
of 4-5 years, advice should be sought as this could be due to an infection or other treatable cause. It
may also be due to an emotional problem. Many local authority areas now offer an enuresis service
for children over 8 years with wetting problems. This is usually run by school nurses.
Bedwetting
Some children are dry at night by 3 years but many will take longer. A child cannot help bedwetting.
He or she is not being lazy. One in six of all 5 year olds still wet the bed, especially boys. If foster carers
are worried, they should talk to their doctor or health visitor.
When a child is about 8 years old and still wetting the bed some health authorities may provide a
night alarm to wake the child.
The following may be helpful:
G Reduce the size of the child's drinks toward bedtime
G Do not give drinks in bed
G Let them use the toilet before they get undressed
G Just before they get into bed, get them to try to go again
G If they wake and want a drink, give them just a very small drink of water
G Above all, do not get angry or show your anxiety.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
89
Constipation and soiling
Constipation under normal circumstances is likely to be caused by diet. The child needs to eat fresh
fruit, vegetables and cereals with a high fibre content.
Soiling is often associated with constipation. If a child becomes frightened of the toilet they can
"hang on" to their stools. This makes them constipated. A doctor can help by giving a child a mild
laxative. Constipation, soiling pants or smearing of excreta sometimes happens when a child is upset
about something. All you may be able to do is help the child feel as happy and secure as possible day
to day, and wait for the problem to pass. But if it continues and you are worried, talk to your health
visitor, doctor or social worker.
Life story work
How does understanding the past help?
If you have lived and grown up in the same family throughout your childhood and you still feel you
belong to that family, then you will probably take for granted all that you know about yourself and
your family. This body of knowledge evolved naturally as you grew up and represents your
understanding of where and how you belong to your family and wider community. Your knowledge
will have been extended by personal memories - good and bad, photographs, anecdotes and family
folklore. All this is the foundation on which you built your identity and become an adult.
Children, particularly young children, seem to live in the present and forget the past. If a child has had
a particularly unhappy past, foster carers and social workers may be tempted to try to protect them
by encouraging them to forget the past. Though memories will fade in the long term, curiosity - the
deep need to know about their parents and understand the past in search of a true identity - will
almost certainly surface, particularly when the children are in their teens.
Helping children understand their past is not simply explaining all the bad things that happened, but
putting those bad things into context alongside other information about them and their family.
Ways in which foster carers might document this history
By writing down regularly (perhaps on a daily basis) information about the child's development:
when they walked, talked; what toys they liked; what food they liked etc, etc. When deciding on what
information to store in trust for the child, it’s a good idea to think about the sorts of things your own
children asked you about when you were younger.
By taking photographs and/or using a video on a regular basis and on special occasions.
Photographs of the foster carers and their family, and of the child's parents and family, may all be very
important in the future. Write the date, location and names of people in the photo on the back. NB
Polaroid photos fade.
By keeping mementos of places visited, holidays shared, some playgroup pictures, school reports,
certificates, birthday and Christmas cards etc. These offer tangible evidence that the child had many
experiences and provide a record of them.
By carefully recording factual information - e.g. take the full address of the playgroup or school
attended.
By recording the contacts they had with their family and keeping information about their family.
This is especially important if the child is not returning home because it will help them understand
why this was not possible.
WS097 / Edition 5 / March 2009
90
West Sussex children’s social care
Foster Carers’ Handbook
This information can be gathered together and formed into the child's "Life Story Book' * which they
can help put together. The information/book belongs to the child and should go with them when
they leave a foster home. It is probably a good idea, therefore, for the foster carer to provide a copy of
the information, to be given to the child's social worker to be kept on the child's case file.
The other important task for foster carers is to talk with the child, in a way they can understand, about
the fact they are not living at home and the reasons for this. It will be important for the foster carers
to give them words to help explain their present circumstances and to allow them to accept those
circumstances.
In summary, the task of the foster carer is to help the child in their care feel comfortable with their
past.
It is important that foster carers find ways of documenting this history - whether or not the child
returns home, or has to move on to other short term foster carers, or to permanent substitute carers.
This is particularly important for young children who change and develop very quickly.
Write things down regularly. Take lots of photographs. Keep mementos of places visited.
Carefully record factual information
Caring for babies
There is no sure way to prevent cot death, a rare occurrence, but studies have shown that the
following precautions reduce the risk:
Sleeping Position
Babies should be laid down to sleep:
G on their backs, or
G on their sides with the lower arm forward to stop them rolling over.
Do not be worried that babies might be sick and choke if laid on their backs - there is no evidence
that this happens.
Some babies who require special care or who have particular medical problems need to be nursed on
their tummies. Your doctor, or health visitor, will explain why.
For babies who have been sleeping on their tummies try them on their backs or sides. They may not
like the change and find it difficult to settle. If you are at all worried then speak to your health visitor
or doctor.
The right sleeping position is only important until babies are able to roll themselves over in their
sleep. Once they can do this it is safe to let them take whichever position they prefer.
Temperature: Babies should be kept warm, but they must not be allowed to get too warm. Keep the
temperature in the baby's room so that you can feel comfortable in it. Use light weight blankets to
which you can add or take away according to the room temperature. Do not use a duvet which can
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
91
be too warm and can easily cover a baby's head. All bedding should have a British Standard Safety
Mark on it.
Recommended Developmental Reviews: Health and development checks are usually done by the
family doctor and the health visitor. Young children should be seen at 6-8 weeks; 6-9 months; 18-24
months and then at 36-48 months. Sometimes the regular developmental review is included when
the child has a statutory Looked After medical examinations. Foster carers should check that this is
the case. Parents need to be consulted about these reviews and may wish to be present or take the
child.
Milestones: Babies develop according to a recognised pattern. Milestones are the ages at which a
child first smiles, sits, crawls, walks, etc. It is a good idea to keep a record of when milestones are
reached. This information may be very helpful when assessing a child's development. It is also of
interest to the child as he or she grows up and may be included in the life storybook. The personal
child health record, as issued by health trusts, includes the times of developmental reviews.
It is very important not to miss developmental checks as these are occasions on which health
problems, such as dislocated hips, vision and hearing impairment and speech language and learning
difficulties are first noticed. Prompt and early treatment is essential to prevent problems later
on in the child's life.
Children with disabilities
In general
About one child in twenty has a disability of one kind or another. Many of the disabilities are quite
minor and hardly incapacitate a child at all. Others may be more serious, requiring specialist
treatment, and in very rare cases such as multiple disability, specialist care. Some children will require
surgery and/or treatment; the severity or length of treatment will depend on the seriousness of the
disability.
Other children may need remedial or rehabilitative help over a longer term and this can bring its own
special stresses for the child, family and foster carers.
In most situations, foster carers will be given information about the child's health needs at placement.
It is not uncommon, however, for foster carers to discover that a child has a special need after
placement, which, for one reason or another, had not been previously identified. The family GP and
health visitor, along with the child's parents, and social worker, need to be consulted in order that the
appropriate treatment is provided and proper plans made for how each person will be involved.
Children from particular ethnic groups may be at risk of inheriting certain diseases, for example,
thalassaemia and sickle cell disease. Neither disease is contagious, but children with these diseases do
require special care and treatment.
Useful information can be obtained from GPs, health clinics and specialist organisations.
WS097 / Edition 5 / March 2009
92
West Sussex children’s social care
Foster Carers’ Handbook
Foster carers need to be certain that any action they take to help a child who has a disability is
absolutely essential and not just used as a means of saving time on their part. The earlier a child
learns to cope with a disability, the better chance they have of leading as normal a life as possible and
of minimising any negative effects.
Special needs is a wide term and can encompass the needs of children with a learning difficulty,
physical disability, sensory impairment or health need. The level of need can be moderate to severe.
Some children have conditions which are long term and some which are life limiting. However some
special needs may be of a short duration.
Foster carers can support, encourage and open up a wide range of activities and opportunities for
children with disabilities - on an individual basis and in the wider community. This could be specialist
leisure provision or ideally integrated facilities which all children take part in.
Foster carers must have the ability to work in partnership with natural parents and where appropriate
have the skills to empower parents to take over the care of their children
As with other children who come into foster care - children with disabilities can require care away
from their family for similar reasons. They maybe in need of protection or their parents may be unable
to meet their needs. Foster carers can be in a position to support birth parents to develop the skills
necessary to care confidently for their child.
Increasingly there is a need for regular planned short breaks (previously called respite care) The
higher level of care or supervision which children with disabilities need means that some parents
require a break to recharge their batteries
Children can also benefit by enjoying a break themselves with a foster family which helps to widen
their opportunities and develop some independence. Shared care is another way to spread the load where the care is divided between the birth family and foster carers.
Working together with the child's parents is usually a key feature of all this work. Research has shown
that contact with birth families is of significant benefit to children.
What skills are needed?
The skills required of foster carers for looking after children with disabilities and special needs are for
the most part the parenting skills which foster carers have already - the skills needed to care for
babies and children in order to meet their developmental needs. Additional skills and knowledge in
specific areas may be required by foster carers for specific children, and training and advice
is provided by the Foster Care Service.
Foster carers need to work in partnership with a multitude of professionals from the Health Authority,
the Education Department, and from West Sussex County Council. Children with disabilities are likely
to have a higher number of professionals involved in their lives - speech therapists, physiotherapists,
specialist consultants/ paediatricians and teachers and support assistants within school. If caring for a
child on a shared care or full-time basis, foster carers will need to work with these professionals. If
caring for a child occasionally on a short break there is less involvement, but parents and children
may talk about progress and contact with professionals.
Foster carers must be prepared to be the strongest advocates for a child with special needs. Support
and services should be in place for children with special needs but this is not always so. For example,
the school is not providing the right support, or the health service is not completing the assessment,
or the special equipment is not available.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
93
Foster carers need to be aware of prejudice and discrimination, as they and their family as well as the
child with a disability or special need, will often be on the receiving end of it.
Prejudice and discrimination towards people with disabilities is still evident in our society. Progress is
being made, access and facilities are improved, but attitudes and lack of understanding still exist.
Valuable support and advice is available through links with other foster carers and support groups.
Disability awareness training is also available.
There are support groups for foster carers including groups of carers who care for children with
disabilities and special needs, There are also a range of groups and networks of parents and carers
around specific disabilities, both locally and nationally. There are a range of activities and leisure
opportunities which children and families can enjoy.
Specialist workers
Within West Sussex County Council there are specialist Social Workers and Occupational Therapists
based in Child Disability Teams. Also within the Foster Care Service there are specialist workers who
support foster carers who care for children with disabilities.
Education of children with special needs
Recent legislation has made tremendous changes in the entitlement for children with disabilities to
education within mainstream schools.
New statutory duties on local education authorities, schools and early education settings, introduced
by the Special Educational Needs and Disability Act 2001 (and revised regulations), came into force
on 1st January 2001.
Changes from the original Special Educational Needs Code of Practice include a stronger right for
children with SEN to be educated in mainstream school.
From September 2002, schools will be required not to treat disabled pupils less favourably for a
reason relating to their disability and to take reasonable steps to ensure that they are not placed at a
substantial disadvantage to those who are not disabled.
At the present time many children with disabilities have their educational needs met within a special
school environment. The legislation will mean that parents now have a right to select a mainstream
school for their child if they so wish.
The responsibility to ensure that access is available to both the physical building and the curriculum
will fall on the school.
Some children with disabilities may have, or may be in need of an Educational Statement which sets
out in law the provision that the Education Department needs to make for the child.
At times Foster Carers will be asked to make a written contribution to the statement process, which
includes a wide range of reports from all the professionals involved with the child. Foster Carers also
have a duty to the child to remain in close contact with the school and to attend parents evenings
and other such meetings which may be arranged by the Education Department.
To help carers understand what is going on, two of the phrases and key words have been explained:
G Special Educational Provision - means providing help that is extra or different from what is
generally made available in LEA (Local Education Authority) schools.
G LMS - Local Management of Schools (or LMSS = Local Management of Special Schools) means
that the money available and the decisions regarding the way education will be provided has
been given to the schools and governing body.
WS097 / Edition 5 / March 2009
94
West Sussex children’s social care
Foster Carers’ Handbook
Children with disabilities and special needs are "children first" and within their capabilities should have
access to every opportunity available to "normal children" . The role of foster carers in maintaining
continuity and care for the child are very important. Consequently, the health and well being of foster
carers is crucial. Caring can be tiring and a break is sometimes needed. The "Crossroads" respite care
scheme and sitting services operate in some areas.
Providing the high levels of care and supervision necessary often involves all members of the family.
Each member of the foster carer’s family has their own role in supporting a child with special needs
and will require support and quality time of their own. Some carers may need specific training and
Social Services will provide this e.g. sign language. Some children will be entitled to extra benefits,
and social workers can offer advice about these.
Children missing from placements
When a child goes missing
If an child accommodated goes missing, the foster carer (after making reasonable enquiries as to the
child's whereabouts) must inform the child's social worker (or emergency worker if out of office
hours). As foster carers are often working in partnership with the parents, they may also wish to
inform them also. It should normally be the responsibility of the foster carer to contact the police.
Where a child is subject to a Care Order, the social worker is likely to inform the child's parents. The
decision to inform the police will be made between the social worker and the foster carer. Usually the
foster carer will do it.
If the foster carer was the last person to see the child, they can expect a visit from the police. Reports
of missing children are now recorded on the Police National Computer.
Information required
G
G
G
G
G
G
G
G
G
G
G
Full name, date of birth, and place of birth
Sex and racial origin, height, marks, scars, tattoos
Other points, such as physical ailments, drug use, epileptic, ,etc
Eyes - colour/glasses
Hair - colour/length
Clothing/jewellery
Date and time of absence
Circumstances in which missing
Address from which absent and home address
Name and address of local authority and Social Worker
Legal Status
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
95
Refer to the West Sussex ‘Missing Children Protocol’ that all foster carers and social
workers should have.
How to respond when the child returns
Children ‘go missing’ from home because they are confused or unhappy about something. Though
the reason may sometimes seem very trivial to the foster carers. However, at the time the child went
missing it may have been the only way they felt they could deal with their confusion or unhappiness.
They may not have got very far away before they realised that there were other ways of dealing with
the problem. They may feel very embarrassed and so coming home may be difficult and they will
need an understanding welcome.
Foster carer’s feelings
No doubt whilst the child is missing foster carers will be trying to understand and perhaps blaming
themselves for what has happened. When the child returns they may be filled with a mixture of anger
and relief. All these feelings must be managed and foster carers should expect help and support from
the child's social worker or their support/supervising worker, so that they will be in a position to be
helpful to the child when they return.
Payments
Payments may continue when a child absconds until the placement has formally ended, as long as
the Foster Care Service Manager is satisfied that the situation is being monitored closely and is kept
informed. Payments are authorised by the Service Manager and will not continue indefinitely. They
are subject to monitoring and review. There are tight time limits laid down in the Payments and
Accreditation Scheme.
West Sussex County Council expects foster carers to notify the Department if a child who is normally
punctual, is an hour late. The social worker and the foster carer can then agree what to do next, and who
should do it. When the child or young person returns, it is important not to make fun of the problem (if
indeed there is one) or the child's response to it; but better to help the child think about other ways of
dealing with a problem in the future. On the other hand an isolated incidence of running away should not
result in a lengthy post mortem and fears about trusting them to go out etc.
WS097 / Edition 5 / March 2009
96
West Sussex children’s social care
Foster Carers’ Handbook
Leisure and employment
Leisure activities
Foster carers should encourage looked after children make full use of the leisure facilities available
within their local neighbourhood. Involvement in activities such as sports, youth clubs, public library
and after school pursuits develop the child's individual interest and social skills and thus stimulate
her/his general growth and development. Additionally the ability to make use of available activities
can be an important part of a child's efforts to establish a successful, independent existence later on.
Whenever practicable and unless there are good reasons against it, the child should be encouraged
to maintain her/his contacts with her/his previous community or neighbourhood, particularly if they
are likely to return to it on leaving you.
The expenditure incurred for leisure activities has been included in the All Inclusive Allowance and
there is an expectation that foster carers will encourage out of school leisure activities.
Part-time employment
This includes paper rounds etc. before or after school, and Saturday jobs. The employment of school
children is controlled by legislation.
While the foster child is still at school any money that they earn is her/his and does not affect the
allowance paid to foster carers. The value of the child having some money whether earned or given
as pocket money to give them experience or learning to budget, on however a small scale, is
undeniable. The child’s social worker should always be consulted about staring part-time
employment, or changes to it.
Full-time employment
Work is important and the young person will need help and support from the social worker and the
foster carers to find a job. Experimenting with work is a way of finding out about yourself, so foster
carers should suggest the help of the careers office who are keen to be of assistance. The careers
office will see the foster carer and the young person together if the young person would like this.
Foster carers should let the child’s social worker know as soon as possible if the young person starts work,
or begins a training scheme, as the fostering allowance will be adjusted and the young person required to
contribute to living costs such as clothing, leisure activities, etc. This procedure is handled by the Financial
Services Unit at County Hall and the foster carers’ support/supervising worker can advise them of the
relevant forms needed.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
97
Holidays
Normally children will go on holiday with their foster carers. The child’s social worker and the foster
carers’ support/supervising worker need to know the dates and the holiday plans well in advance.
Children may also go on holidays with schools and clubs like Brownies or Cubs, and again the social
workers must be consulted about these plans.
Holidays abroad
For a child to travel abroad West Sussex County Council must have the permission of the child's
parents or the Executive Director, Adults and Children.
The child’s social worker will arrange the passport, and this needs to be done well in advance. It is not
legally possible for a foster carer to sign a passport application. For an accommodated child, the
parents have to sign/give permission and without this the child cannot travel. For children on Care
Orders, parental consent is not essential - but it is good practice to request it.
If a child's birth certificate is not available a letter from West Sussex County Council will usually do. If
the child is not a naturalised British subject it is important to apply early for a passport as embassies
may need to be involved.
In order to obtain medical treatment abroad a form CM1 from the DSS is needed. E1 11 is a certificate
of entitlement to medical benefits. The child should have the recommended vaccinations providing
the necessary consents have been obtained.
Foster carers’ own holidays
Fostering is a stressful job and affects not only adult carers but also their children. Sometimes a break
between placements can act as a "holiday" for carers, but West Sussex County Council understand
that there are times when foster carers will want to be on their own. Foster carers should not worry
about raising this.
Some options are:
G To negotiate a separate holiday for the child.
G To arrange with the young person and her/his family for them to spend time together.
G To arrange for other adult members of your family to care for the child.
G To arrange with other foster carers to take the child.
It is not expected that the above options will replace the child’s holiday with the foster carers.
Babysitters
It is necessary for foster carers to enjoy outside interests (away from looked after children), and to
attend foster carers training courses from time to time. Once a child has settled foster carers can, of
course, leave them as they would their own child, with a reliable babysitter, who will need to have a
Criminal Records Bureaux check before starting.
It is always best if the child knows the person who is babysitting and feels comfortable with them.
Any babysitting arrangements should be discussed with the child's social worker or your
support/supervising worker before organising it. When considering a babysitter foster carers need to
take account of:
WS097 / Edition 5 / March 2009
98
G
G
G
G
West Sussex children’s social care
Foster Carers’ Handbook
The age of the babysitter.
Experience.
How well they know them.
The vulnerability of the babysitter.
Overnight stays
Children need to feel able to stay with their friends and West Sussex County Council do not wish to
impede this, but West Sussex County Council and the foster carers have a shared responsibility to
ensure the safety of children in their care. Please refer to the policy ‘Children and Young People
Looked After Staying Overnight Away From Usual Care Setting’.
The foster carer should take into consideration the vulnerability of the child, past events and traumas,
and make all reasonable enquires to satisfy themselves that good care will be provided for the child:
G Address and telephone number
G Who will be responsible for the child
G Personally speak to the responsible adult to satisfy themselves that they are suitable as a
temporary carer
G Know when the child is coming home
G Transport arrangements
G Check with child's social worker
Generally, young people under 12 should never be left alone, and those between 12-16 only for very
short periods in consultation with the child’s social worker. These arrangements are outlined in the
Foster Carer Agreement.
Foster carers should act always as a "reasonable parent", and in this case decide, together with the
social worker, if a child can stay at another address overnight.
Play, hobbies and leisure time
As children get older they will start to develop particular interests which should be encouraged.
These will help them to develop their own individuality. It will also help them later in life as they
become independent. Children and young people should be given opportunities for all sorts of play
both before they start school and afterwards.
Children and young people will find life more fun if they have interests outside the home. It will:
G Help them build self-confidence give them a purpose, something to aim for and to achieve.
G Help them make new friends and build a new identity
G Give them somewhere different to go.
Many children will need a lot of help and encouragement to find interests they like.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
99
What about watching TV?
There is a great deal of debate at present about the pros and cans of children watching TV and
playing computer games. There is, however, very little absolutely concrete evidence on either side.
What is known is:
G If a child has a tendency to have epileptic fits then TV or computer games may start them off
because of what is known as "flicker fusion".
G If you ask children from 6-16 years they will tell you that some computer games make them feel
frustrated and even violent.
G It would seem that watching violence or material with sexually explicit (or implicit) material on
TV may also give a child violent feelings or desires to experiment.
G Watching TV and playing computer games means a child is inactive; is not talking to other
children or adults; is not getting fresh air; playing with others, or getting exercise.
G A child may have difficulty discerning fact from fiction.
G Some TV programmes billed as for children are totally unsuitable in the use of language and
presentation.
G Children may be entertained and contained by noisy, colourful programmes, but that is all.
Computer games may sometimes help a child with number work or reading; certainly they will help
her/his hand-eye co-ordination and can give many children a great deal of pleasure.
Watching TV can also be pleasurable; can teach children about current affairs, wildlife and nature and
many other interesting topics. It can also fill a need for lonely children as they feel the presenters are
her/his friends.
Suggestions:
G Select very carefully the TV programmes and computer games the child should watch or play
and help the child to learn to choose selectively.
G Never leave a child alone for very long watching TV or working or playing on the computer.
G Sit with them, discuss what has happened and what you both have seen, think and feel about
the programme.
G Agree on the amount of time in a day a child may sit in front of a screen
G Plan other activities to replace screen watching
G Encourage the child to play with other children; to run about or enjoy fresh air
G Censor the videos or computer games a child has access to. Some people are not always careful
and leave unsuitable material lying around.
G Always ensure that appropriate child protection software (for example Predator Guard or Net
Nanny) are properly installed on any computer the child might use .
G Don’t let the child enter internet chat rooms without your oversight and NEVER allow the child
to make arrangements to meet someone whom they have made contact with through the
internet
WS097 / Edition 5 / March 2009
100
West Sussex children’s social care
Foster Carers’ Handbook
This page is blank
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
101
Section 8
Safe caring
The national foster care standard 7
1. Foster carer preparation includes training in caring for a child who has been abused, safe caring
skills, managing behaviour and recognising signs of abuse.
2. The supervising social worker provides safe caring guidelines, based on the authority’s policy,
for each foster home, in consultation with the carer and everyone else in her or his household.
3. The authority ensures that its policy on corporal punishment is implemented and that each
child in foster care is protected from all forms of corporal punishment (smacking, slapping,
shaking) and all other humiliating forms of treatment or punishment.
4. The child’s social worker ensures that she or he is taught appropriate self-care and selfprotection skills.
5. All references are taken up, including police and local authority checks on all adults living in - or
with unsupervised access to - a prospective foster home, before approval of the carer/s is made
or a first placement considered.
6. The placing authority’s procedures provide a clear framework for dealing with allegations of
abuse or neglect of a child in foster care.
7. Management systems are in place to collate and evaluate information on the circumstances,
number and outcome of oil allegations of neglect or abuse of a child in foster care.
8. Compensation claims are pursued by the authority on behalf of any child abused while in foster
care, or who was abused before being placed with a foster carer; where appropriate, this should
be with the agreement and participation of the abused child.
9. Foster carers, social workers and teachers are aware of the particular vulnerability of looked
after children and their susceptibility to bullying; procedures are in place to recognise, record
and address any instance of bullying.
10. Each foster carer receives full information about the foster child and her or his family to enable
the carer to protect the foster child, her or his own children, and other children for whom she or
he has a responsibility and her or himself.
11. The placing authority provides clear procedures for carers and social workers to implement if a
child is missing from a foster home.
WS097 / Edition 5 / March 2009
102
West Sussex children’s social care
Foster Carers’ Handbook
Child abuse
Child abuse has no boundaries and is not determined by class, race, culture, wealth or
intelligence.
Babysitters
This will depend on:
G The welfare of the child being the paramount consideration.
G Being fully aware of the signs and symptoms of abuse.
G Being aware that abuse can occur in all socio-economic groupings.
G Being alert to the possibility of any injury being non-accidental or illness being avoidable.
G Having suspicions where a pattern of injuries occur over time.
G A concern where explanations are not consistent with injuries.
G Awareness of the vulnerability of children with disabilities to abuse.
G Sensitivity to changes in children's behaviour,
G awareness of situations where another child in the household has been harmed
G Knowledge of known abusers living in family settings
Response to child abuse
Any concern for a child's welfare should be reported to West Sussex County Council children’s social
care help desk. If contact is made for discussion and advice rather than as a referral, that must be
clearly stated to the help desk adviser at the time.
Foster carers who have concerns about a child whom they are caring for should always immediately
raise the matter with the child’s social worker. If the social worker is not available they should refer to
the West Sussex County Council children’s social care help desk.
Physical abuse
Definition
Actual or likely physical injury to a child, or failure to prevent physical injury (or suffering), to a child.
Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning,
suffocating, or otherwise causing physical harm to a child. Factitious Illness (Munchausen Syndrome
by Proxy) may also constitute physical abuse.
Recognition of physical abuse
The first indication of physical abuse is not necessarily the presence of serious injury and concerns
will be aroused by:
G bruises and marks on a child
G referrals made by a child, parents or friends
G observations of a child's behaviour
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
103
G
indications that a family is under stress, for any reason
Bite marks: Bite marks can leave clear impressions of the teeth. Human bite marks are oval or
crescent shaped.
Burns and Scalds: Any burn with a clear outline will be regarded with suspicion such as:
G circular burns from cigarettes
G linear burns from hot metal rods or electric fire elements
G burns of uniform depth over a large area
G friction burns from dragging across a floor
G scalds that have a line indicating immersion or poured liquid
G splash marks from hot liquid being thrown
G old scars indicating previous burns/scalds which did not have appropriate treatment.
Bruising: Children can have accidental bruising, but the following types of bruising should be treated
as particularly concerning:
G a bruising in or around the mouth, particularly in small babies, to the gum
G margins, the fraenulum, inside the upper lip or under the tongue
G fingertip bruising, e.g. grasp marks to the arms, chest or face, indicating having been gripped
tightly or held fast
G variation in colour of bruising, indicating injuries caused at varying times
G two simultaneous bruised eyes, without bruising to the forehead, which is rarely accidental. A
single bruised eye could be accidental or abusive
G bruising indicating the outline of an object used e.g. belt marks, hand prints or a hair brush
G bruising or tears, around or behind the earlobe(s) indicating injury by pulling or twisting
G repeated or multiple bruising on the heel or other non-accidental sites
NB: Bruising and minor injuries become less detectable within a short time – any concerns should
always be reported as soon as they are noticed.
Fractures: fractures cause pain, swelling and discoloration over a bone or joint. It is difficult for
parents to be unaware that a child has been hurt. Common non--accidental fractures occur to 'long'
bones i.e. arms, legs and ribs. Most non-accidental fractures occur in infants and pre-school children.
The following give rise to suspicion:
G Any fracture in a child under 12 months is suspicious (and more likely to be non-accidental
injury at this age than at any other).
G Any skull fracture in the first three years of life.
G When history or injury suggests physical abuse.
G All children less than 18 months old with evidence of trauma.
G Older children with severe soft tissue injury.
G When history of previous skeletal injury is present.
G Unexplained neurological signs and symptoms.
WS097 / Edition 5 / March 2009
104
West Sussex children’s social care
Foster Carers’ Handbook
Neglect and non-organic failure to thrive
Definition
The persistent failure to meet a child's basic physical and/or psychological needs likely to result in the
serious impairment of the child's health or development. It may involve a parent or carer failing to
provide adequate food, shelter and clothing, failing to protect a child from physical harm or danger,
or the failure to ensure access to appropriate medical care or treatment. It may also include neglect
of, or unresponsiveness to, a child's basic emotional needs.
Recognition of neglect:
Although evidence of neglect is frequently cumulative it can also be identified by the conditions in
child lives in, failure to meet developmental milestones, absence of adequate health care, poor school
attendance, inadequate or inappropriate clothing and so on.
Emotional abuse
Definition
The persistent emotional ill-treatment of a child such as to cause severe and persistent adverse
effects on the child's emotional development. It may involve conveying to children that they are
worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It
may involve causing children frequently to feel frightened or in danger, or the exploitation or
corruption of children. Some level of emotional damage is involved in all types of ill-treatment of a
child, though emotional abuse may occur alone.
"Emotional abuse has an important impact on a developing child's mental health, behaviour and selfesteem. It can be especially damaging in infancy. Underlying emotional abuse may be as important, if
not more so, than other visible forms of abuse in terms of its impact on the child. Domestic violence,
adult mental ill-health problems and parental substance misuse may be features in families where
children are exposed to such abuse". Working Together 1999
Recognition of emotional abuse
G
G
G
G
G
G
G
G
Reported or observed failure to thrive.
Scapegoating of a child within a family.
Frozen watchfulness, particularly in pre-school children.
Where a child is withdrawn, seen as having low self esteem, is aggressive and seeks negative
attention.
Inability by a child to accept boundaries .
Indiscriminate or problematic attachments.
Poor peer relationships.
Speech delay or under stimulation.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
105
Sexual abuse
Definition
Actual or likely sexual abuse or exploitation of a child or adolescent. Sexual abuse involves forcing or
enticing a child or young person to take part in sexual activities, whether or not the child is aware of
what is happening. The activities may involve physical contact, including penetrative (e.g. rape or
buggery) and non-penetrative acts. They may include non-contact activities such as involving
children in looking at, or in the production of, pornographic material, watching sexual activities, or
encouraging children to behave in sexually inappropriate ways.
Recognition of sexual abuse
It is important to remember that boys and girls of all ages are abused. This form of abuse can be
identified from a direct statement by a child but is more often suspected as a result of a child's
behaviour and physical signs.
Physical signs
a) Specific
G
G
G
G
tears of the hymen, genital laceration and abnormal dilation of anus with other signs, e.g.
venous engorgement
sexually transmitted disease
presence of semen on vagina, anus, external genitalia or clothing
pregnancy in a younger girl where the identity of the father is not disclosed
b) Non-specific
G
G
G
G
G
vaginal bleeding
vaginal irritation and soreness
pain on passing urine and recurrent urinary tract infections
abdominal pain
soiling
Behavioural indicators
a) Specific
G
G
G
Displays more knowledge of sexual matters than is usual in children of comparable age.
Engages in inappropriate sexualised activity or behaviour with other children.
Sexually provocative relationship with adults.
b) Non-specific
G
G
Hints at sexual activity or secrets through words, activity or drawing.
Preoccupation with sexual matters.
WS097 / Edition 5 / March 2009
106
West Sussex children’s social care
Foster Carers’ Handbook
G
Compulsive or excessive masturbation.
G Requests information about contraception.
G Lack of trust in, or marked fear of, familiar adults.
G Onset of wetting or soiling, severe sleep disturbance, change in pattern of behaviour/eating
habits, social isolation and withdrawal.
G Behaviour indicating role reversal in the home, e.g. daughter taking over the mothering role.
G Inappropriate displays of physical contact between parents and their children.
G Poor concentration, poor peer group relationships and inability to make friends
G School may be a haven for some sexually abused children, they arrive early, are reluctant to
leave.
G Marked reluctance to participate in physical activity or to change clothes for physical
education.
G Truancy or running away from home.
G Self-harm and suicide attempts.
G Dependence on alcohol and drugs.
G Promiscuity and involvement in prostitution.
It is not unusual for a child to retract an allegation of sexual abuse because of the pressure she or he
feels and his or her mistrust of the consequences.
Looking after a child who has been sexually abused
If a child has been sexually abused it may be difficult for them to talk about what has happened and
to discuss the feelings that it has aroused. It is essential that all adults concerned with children have
the ability to communicate and discuss matters openly and without embarrassment.
The history of a foster child may not be known in depth by the social worker and may not be given to
the foster carers by the parents. The child will also take time to acquire the confidence to be able to
talk about private matters. Children who have been sexually abused may find it difficult to trust adults
or may approach adults indiscriminately.
The impact of sexual abuse can remain for life. Although an adult may be able to come to terms with
having been abused, it may nevertheless affect their behaviour if they lack confidence and selfesteem, and is particularly likely to affect their capacity to maintain a stable sexual relationship.
Children who have been sexually abused behave in very different ways depending on a whole range
of factors. However, there are some behaviour patterns which might make social workers and foster
carers suspect sexual abuse as a possible cause for concern.
The following list (an extension of the earlier "recognition list") is not exhaustive, but will give some
clues.
G Actual signs of physical assault in the genital area, e.g. bruising, bite marks, itching, pain when
passing urine, sore vagina or anus.
G Infections, e.g. sore throat (infection from penis to mouth), venereal disease, recurring.
urogenitary infections.
G Chronic ailments, e.g. headache, stomach ache.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
107
G
Difficulty in walking or sitting, or what appears to be periods starting which do not recur - all
these may indicate some damage to the vagina or anus.
G Indications that the child has blocked himself off from the body sensations and feelings, e.g. a
tendency to curl up in a foetal position, wetting or soiling or deliberately holding back when
there is need or desire to go to the toilet. A child may be stiff in stature.
G Pregnancy.
G Overdose or drug problems.
G Sleeping problems, they may have nightmares, wear a lot of clothes in bed, have difficulty
getting off to sleep or want to lock themselves in their bedroom.
G A baby may cry and stiffen excessively when its nappy is changed.
G Sexually acting out or unusual behaviour, including mock intercourse, masturbation in public
places, an awareness of sexual activities which would not be expected, sexually provocative or
promiscuous behaviour.
G Lack of trust in adults.
G Isolation from peers.
G Changes of behaviour.
G Eating problems/disorders.
G The child may not like normal physical affection, as in the past these have led to sexual contact.
G Strange reactions to presents, because in the past gifts from adults have been associated with
sexual activities.
G Self-mutilation, e.g. cutting up, picking at skin.
If a child displays any of these symptoms, it should be recognised that sexual abuse could be a
possibility, and foster carers should discuss their concerns with a social worker.
A physical examination may confirm some forms of abuse, but it will this will depend on the nature,
extent and how recent the abuse was.
What should foster carers do?
What should foster carers do if a child or young person tells them they have been abused?
It is vital:
G to let the child know you are listening and are taking what they say seriously
G to reassure the child that it is not his or her fault
G to say that the perpetrator was wrong
G to tell the child that he or she was brave to talk about it, and you are pleased they did
G to tell the child that he or she will be protected.
Children rarely lie about being sexually abused. The effect the abuse has on children in later life may
depend on the reaction of the person they told first.
WS097 / Edition 5 / March 2009
108
West Sussex children’s social care
Foster Carers’ Handbook
Disclosure of abuse can take a whole variety of forms that may be difficult to anticipate and decipher.
It is not the role of the foster carer to undertake investigative interviews, which require specialist
training, planning, recording and support. However, disclosure can sometimes occur during routine
child care and household activities such as bath and bed times, play, driving in the car etc. The child
might not intentionally disclose or may ask that the information be kept confidential. It is not
possible for a foster carer to agree to keep the information to themselves as it is vital that whatever is
said or enacted is passed on to the social worker.
In the event of a spontaneous disclosure it is important to remember exactly what the child has said
and write down an account of the disclosure as soon as possible after the event.
The social worker should always be informed of suspicion or disclosure of sexual abuse at the first
possible opportunity. A child protection investigation will normally follow and this will be
coordinated by the social worker. The social worker will discuss with the foster carer how this
investigation is to be managed and will appropriately involve the foster carer, who will be a vital
support to the child.
How can foster carers meet children's needs in a practical way?
Privacy should be ensured in the bathroom. Care should be taken not to touch the sexual abused
child when they are undressed. The child should be told that non-one will touch them unless they
have said they may.
Although the following suggestions is just as important for any child who is living away from home,
some aspects are vitally important for a child who may have been sexually abused. They are included
in detail here because this is a difficult, sensitive area of work and one in which foster carers are
increasingly being asked to cope.
Children taken away from their own homes lose much that is familiar and a sense of safety and
security is often supported by attention to small details.
A child’s personal possessions – clothing, comfort items etc can be very reassuring. This is especially
important if is from a different race or culture as the foster home may not have toys, clothing or
toiletry articles that are familiar to the child.
Bed times may be particularly difficult for an abused child, either because of the time or place of
abuse, but also because they may suffer from disturbing dreams. Foster carers need to reassure the
child about sleeping arrangements, house rules over touching, bathing, toileting and privacy.
It is vital that the child does not feel dirty or is rejected because of being a victim of abuse and there
should be appropriate physical contact between the carer and child as would be expected between
"good" parents and their children. Finding the right approach here is a delicate matter and should be
fully explored with the social worker and supervising/support worker – to protect both the child and
foster carer.
When a child with learning, physical or sensory disability is being cared for, it must be remembered
that physical contact may be the primary means of communication.
Confusion is inevitably one of the child's greatest problems and feelings for the abuser can be very
ambivalent. Foster carers can help a child deal with this confusion. Anger and revulsion felt by carers
towards abusers make it difficult for them to help the child make sense of their experience and to
explore their feelings.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
109
Evidence suggests that abuse/neglect can restrict normal development in some areas of a child's
behaviour. This may not be immediately apparent and may only be exposed as relationships develop.
Some children get "stuck" at earlier stages of development because they have missed the experience
necessary to mature.
Such children can be helped by allowing them to regress to earlier stages for a while before they are
gradually encouraged to progress to more age appropriate behaviour. This is relatively easy for preschool children but not for older children where the outside world expects their behaviour to match
their physical size, at school, for example.
In this situation it is important to balance the opportunities for regression with the opportunities for
age-appropriate behaviour. Some children demand what feels like excessive attention and affection they can often appear insatiable or have tantrums at the slightest frustration.
It is possible that children who have been abused sexually will involve other children in inappropriate
sexual activity or may be sexually provocative. Both these situations need careful handling and must
be discussed immediately with the child's social worker.
Powerlessness is a feature of being a victim and the feeling continues for a child who is then removed
from home. It will therefore be important, as soon as is appropriate, to encourage a child to make ageappropriate decisions. This would increase feelings of autonomy and help them experience personal
responsibility in an appropriate way.
Some practical ideas:
G Think about whether a sleeping bag, which the child can zip up, would be a help. (This
encapsulates the child).
G Have a familiar object and perhaps a torch to take to bed.
G A drink beside the bed.
G Good bedtime routines – reading with/to a young child, uninterrupted time listening to the
child's description of their day, thoughts and fears.
G Remind the child of what will happen on the next day - this reassures the child.
For the sexually abused child:
G Be careful regarding physical contact but don’t reject them and make them feel ‘unclean’.
G Tuck them up in bed as you would any young child.
G Blow a kiss goodnight if physical contact is problematic.
G Consider lighting – a night light or leaving door open if that helps.
G Remind the child they can call you if they are frightened.
G If the child calls out in the night, stand at the door and reassure them.
The task of the foster carers in these situations is to share in helping to repair the damage which has
undoubtedly been done. It is important to keep in mind that the child may be confused about so
many aspects of family life and relationships, and that the task may be confusing for foster carers too.
At the outset they should also be prepared for progress to be slow but their consistent
understanding and caring will be having its effect.
WS097 / Edition 5 / March 2009
110
West Sussex children’s social care
Foster Carers’ Handbook
Protecting foster carers and their family
The growing awareness of the extent of sexual abuse has caused everyone to be cautious when
showing physical affection to children, although we know how important good physical contact is for
the development of children. Foster carers need to be very aware of the complex issues involved in
caring for sexually abused children, and that a significant number of children in care have been
sexually abused.
The biggest problem for social workers and for foster carers is the unknown: often we do not know
whether a child has been sexually abused; often we do not know when and where the abuse took
place; often we do not know the "trigger" to re-awaken memories of the abuse. Therefore, we must all
be careful, and adapt our care accordingly. What each family considers normal healthy teasing and
touching may give very different messages to a sexually abused child.
There are a number of issues for foster carers to note:
G Children who have been sexually abused can have very sexualised behaviour, and to respond
inappropriately to this could make the child or a member of the your family very vulnerable.
G Children who have been sexually abused may not have had loving physical contact and may
misinterpret your caring physical contact. A cuddle or an arm round the shoulder may give a
very different message to an abused child, as may a kiss goodnight.
G Your family’s acceptance of members appearing scantily dressed may be very difficult for a
sexually abused child. You will have to think about and adapt your rules of privacy.
G A sexually abused child may have a pattern of behaviour that they know will please their
abuser. This may have created distorted patterns of behaviour that require particular strategies
to deal with the safety of the child and family members alike.
G If you care for a child who has been sexually abused, discuss your concerns freely with your
support/supervising worker - feelings about the child, what has happened to them, and about
the abusing adults. You must sort out your own feelings first before you can help the child.
West Sussex foster carers are expected to attend training in caring for a child who has been abused,
safe caring skills, managing behaviour and recognising signs of abuse. Safe caring guidance should
not leave foster carers feeling that they cannot offer children the experience of ordinary family life. It
is important that our care of fostered children is mindful of their vulnerability; their previous history
and that they are being looked after on behalf of a local authority. If the child has experienced abuse
and you are aware of the context, then your normal family routines can be realistically adapted.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
111
Allegations against foster carers or members of their family
From time to time children and young people who are fostered allege that a foster carer or a member
of the foster carer's family has abused them. This can be a distressing and painful experience for
foster carers.
Why do children make allegations against carers?
G
Something that has happened recently reminds the child of an event that took place before the
child was with the carer.
G It is a way for the child to try to gain control over their life.
G The child sees it as a way of getting away from the home by making a false accusation.
G The child can misinterpret an innocent action, such as the carer putting an arm around them to
offer them comfort.
G The Carer has abused the child - it does happen.
All allegations and complaints have to be and are considered seriously. The aim is to ensure that
allegations are looked into properly through a proper child protection investigation. Within this
process foster carers are treated fairly and are provided with information, advice and support.
Confidentiality will be a prime consideration throughout this procedure and only persons who need
to know will be made aware of and kept informed of the allegation process.
When an allegation is made the family placement social worker will notify the foster care team
manager who will contact the appropriate child protection team that same day.
The family placement social worker will continue to support the foster carer throughout the process.
Support will also be made available to the child through this process, and the team manager will
inform the foster carer of the progress of the investigation with an indication of the content of the
allegation, where appropriate, and subject to the agreement child protection team.
The team manager will inform the foster carer of the actions that West Sussex is intending to take, will
visit and explain their role within this procedure. The team manager will advise the foster carer as to
how your their views and responses to the allegation will be heard. The foster carer will be provided
with information as to other sources of advice and support, including the United Foster Care
Association and Fostering Network’s legal advice service (to which all West Sussex foster carers are
entitled as a members), and copies of relevant procedures including the Child Protection Procedures.
Foster carers will also need guidance on the implications for foster children and other children in the
household.
At the end of the investigation the team manager will advise the Fostering Panel at its next meeting
of the content and outcome of any investigation, and may make recommendations. The team
manager will ensure that the content and outcome of any investigation are recorded on a separate
sheet to be held on the foster carers’ file, and that this information is confirmed in writing to the carer.
Where appropriate, the link worker will identify strategies for intervention to reduce the future risk of
allegations, and agree a review period with the foster carer.
The Child Protection Procedures 7.12 ‘Procedures relating to children in foster care’ state:
"during an investigation the foster carer may wish to be supported by a friend or other foster carer or
support group of their choice."
WS097 / Edition 5 / March 2009
112
West Sussex children’s social care
Foster Carers’ Handbook
Our overall aim is to minimise the risk of allegations against foster carers and family members by
providing the foster carer with advice on safe caring, careful matching of children to families, being
alert and sensitive to indicators of risk and having a clear recording policy.
Complaints and appeals
Foster carers have access to the West Sussex Complaints Procedure, as well as access to a
Representations and Appeals Procedure if there is a disagreement with a decision following a
recommendation from the Fostering Panel. The United Foster Care Association will assist foster carers
with any complaint/allegation.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
113
Section 9
Recording and access to information
The national foster care standard 8
1. That the authority has a written policy on case recording which establishes the purpose, format
and contents of files and the means of safely storing them; all records are retained for the
minimum period required by statute.
2. That an individual case record is maintained for each child in foster care; this is maintained
separately from both the family’s and the foster carer’s records.
3. That the child, her or his parents and foster carer know the nature of the records maintained, the
arrangements for their safe storage and confidentiality, and which records they may have
access and the procedure involved.
4. That the ethnic, religious, cultural and linguistic background of each child in foster care is
accurately recorded, as are details of any disability and other information related to the child’s
identity; the child's care plan and any placement agreement include proposals for necessary
support work in these areas and record progress.
5. That the child's social worker, in consultation with the foster carer and the child's family, ensures
information about the child's past and heritage is conveyed to the child in a manner sensitive to
her or his age, understanding, needs, feelings and circumstances; appropriate support is
available to help the child deal with this information.
6. That the child, her or his family and foster carer know why the child is in foster care and
understands the basis for the current placement, its intended duration and purpose, and the
details of the child’s legal status.
7. That the child's social worker has received training in case recording; this should include
consideration of the child's achievements and development which should be recorded for her
or his later use and information.
8. That all case records distinguish between fact, opinion and third party information.
9. That case records include the wishes and views expressed by the child and evidence exists to
show that these have been taken into account when decisions are made.
10. That both the child’s social worker and foster carer encourage the child to reflect on and
understand her or his history, according to the child’s age and ability, and to keep appropriate
memorabilia.
11. That the foster carer has access to all relevant information to help the child come to terms
with her or his past.
12. That the foster carer is provided with the necessary training and equipment to record
significant life events for the child, and to encourage, the child to make such recordings.
An up-to-date, comprehensive case record is maintained for each child or young person in foster care
which details the nature and quality of care provided and contributes to an understanding of her or his life
events; relevant information from the case record is made available to the child and to anyone involved in
her or his care.
Foster carers and foster children can add comments to and have access to recording relevant to them on
the foster carer file.
WS097 / Edition 5 / March 2009
114
West Sussex children’s social care
Foster Carers’ Handbook
Records and record keeping
It is essential that all foster carers keep records. The Family Placement team provides training for all
foster carers that discuss three types of records:
G Records for the child to keep such as a Memory Book of their placement.
G Records for the agency which will include all documentation relating to the child in placement
(to be handed back to the agency after the placement has ended).
G Records for the foster carer to keep, details of the name of the child, date of birth, and dates
relating to the beginning and end of the placement. (Foster Care Placement Log)
The foster carer should discuss the question of recording with their FPSW and the child’s or young
person’s social worker what is required of them. The FPSW is there to advise and help foster carers
with recording.
It is expected that foster carers will provide a ring binder file in which to keep the documentation. A
pro-forma pack which will include a file structure will be provided at the commencement of each
placement.
The pack will enable the file to be structured as follows:
G An inventory of the child’s possessions (which must be completed at the beginning and end of
the placement).
G Essential information for provider services
G Foster carer diary sheets
G Looked after Children information
G Care management information
G Education information
G Monitoring of children and young people who go missing in West Sussex (form A).
G Health information including a ‘prescription sheet’ and first aid/accident log to indicate
treatment and action taken in respect of illness and/or accident.
G Legal information
G General information
What to record?
The guidelines below outline the responsibilities of foster carers and social workers in respect of
recording. They are derived from the Fostering Network’s leaflet ‘Record Keeping – Information for
Foster Carers’ and are in accordance with the U.K. National Standards for Foster Care (1999) and the
National Minimum Standards for Fostering Services (2002).
Foster carers work in partnership with other professionals and will therefore have access to confidential
information from others, as well as being a source of invaluable information in respect of the child.
Guidelines for record keeping
1. All information relating to a current placement should be kept safely in a ring binder file, using
the pro-forma pack as guidance. Its contents are confidential.
2. Before placement (or at the time of placement if this is not possible) the following documents
should be provided to the foster carer:
G Essential Information Record
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
115
G
Placement Plan Agreement Part 1
G Essential Information for Providers
In order to provide essential information about the child or young person about to come into
their home.
Within two weeks of the placement the following should be provided to the foster carer:
G Part 2 of the Essential Information Record
G Placement Plan
G Care Plan
3. When a child moves on the contents of the ring binder must be returned to the child’s social
worker. Documents which are the child’s property, such as their ‘memory book’ should move
with the child.
Why must foster carers keep records?
Foster carers need information in order to deal with emergencies. For example, if a young person
required urgent medical help or goes missing, the police or hospital will need information about next
of kin, name of general practitioner, dentist etc.
Foster carers need information to enable them to care for a young person. The are often the people
with the greatest insight into the child and his or her behaviour. They are often the people who will
help the child or young person move on to the next stage in life – return to birth relatives, adoption,
permanent foster care or independence. In all of these event it is important that the foster carer
assists the child and future carer with information that will help them and the child make sense of the
period the child lived with them. This could be information relating to likes, dislikes, allergies,
experiences that have left them vulnerable and so on. Additionally, foster carers may see important
patterns of behaviour emerging, observe developmental progress, regression, the significance of
certain relationships and a whole host of other information that comes from living with a child or
young person.
This is all information about the child or young person that only the foster carer has because of their
unique position is invaluable to the agency’s assessment of need. Observations and comments must
be accurately recorded and dated.
Foster carers will be required to attend a case conference, or a review, and participate in the
information sharing. Foster carers may also be required to attend a court hearing and make their
recordings available to the legal process.
Foster carers need accurate contemporaneous recordings to ensure that a contemporary record is
available in order to assist in ascertaining the facts in the event of an allegation being made. This will
be important in enabling the foster carer to demonstrate their role in any incident or aspect of care.
Foster carers have an invaluable role in preserving memories for the children in their care, it is
therefore important that accurate records of life events are collected for children, including
photographs and memento’s. The child’s social worker and the FPSW will be able to advise foster
carer on the compilation of the child’s ‘memory book’ and their contribution towards the life story
work.
WS097 / Edition 5 / March 2009
116
West Sussex children’s social care
Foster Carers’ Handbook
To whom do records belong?
"Foster carers hold and receive information on looked after children, but they hold this on behalf of
the fostering agency (in this case West Sussex County Council.) They have no right to be data
controllers themselves. The information belongs to the fostering agency and at the end of a
placement should be returned" (Fostering Network – Record Keeping, 2002)
1. Foster carer’s diary
Foster carers will be provided with a yearly diary, which should be solely used for appointments and
other important points of reference such as commencement and ending of placements. In line with
the Data Protection Act (1998), these should not contain confidential information relating to the
child. The diary is the property of the foster carer and needs to be kept safely.
2. Computer records
Confidential information must not be stored of the ‘hard drive’ of foster carer’s computers. If foster
carers choose to make their recordings electronically, they must be stored on a floppy disc which is
kept securely. At the end of the placement this should be handed to the child’s social worker with the
other documentation.
3. Foster carer placement log
To alleviate concerns that foster carers may be left in a vulnerable position, it is important that carers
complete the form ‘Foster Carers Placement Log’ and request that the social worker sign this log
when the records are handed back to the child’s social worker. Foster carers should retain the ‘foster
carer’s placement log’ for their own record keeping purposes. Foster carers can also ask the ‘receiving
social worker’ to sign their diaries on the appropriate day to say the paperwork has been handed
back.
Writing up records
It is important that all records concerning children are kept up to date, are accurate, and differentiate
between fact and opinion. If foster carers do get behind in their recording, they should try to
summarise events, beginning from the last entry and bring themselves up to date before each
‘statutory visit’ by their FPSW – at least every six weeks. The foster carer’s diary sheets should be seen
and signed by their FPSW every six weeks, or more frequently if there are concerns.
Confidentiality
Social workers and foster carer’s are required to respect confidentiality. Foster are in a privileged
position of knowing a lot of personal and intimate detail about a child and their family. This places a
heavy responsibility on foster carers and their families.
Foster carers may be sure about their own ability to keep information confidential, but not necessarily
of their own children’s or other foster children’s ability. It is best to avoid putting too much
responsibility on them and making them anxious, however there is some information they may need
to have to keep themselves safe. Also some members of the foster carers’ extended family may need
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
117
to know some details, if there are concerns about abuse or allegations. Foster carers should always
check this out with their FPSW, or the child’s social worker.
Friends and neighbours of foster carers can be very curious and foster carers will need to be honest
with them and informing them they are not at liberty to discuss information relating to the child with
them.
The child will also be trying to work out what they are going to tell people. It is a key responsibility
held by the foster carer and child’s social worker to help the child or young person decide what they
can and cannot share.
The child has a right to privacy about their origins and their past experiences. However, if a child
wishes to confide in foster carer, this can only be on the understanding that it may be shared with key
professional people – the social worker and FPSW in particular. Foster carers need to sensitively
explain to the child that they work together with their social worker, to keep children safe and
information needs to be shared with them.
Confidential information is often discussed at team meetings and support group meetings.
Information shared in this way must remain confidential to that group.
Any breach of confidentiality by a foster carer will be taken up by the FPSW and their manager. Any
breach of confidentiality by a social worker will be taken up by their team manager and service
manager.
Information the department holds regarding foster carers
The department keeps the following information about foster carers:
G The form of assessment, usually a BAAF Form F and related papers.
G The foster carer agreement that foster carers must have signed to enter into partnership with
the department
G Foster carer’s annual reviews
G Records of the statutory visit from your FPSW (foster carers can request of each supervisory visit
agenda and notes)
G Social workers and FPSWs also keep records of conversations and contacts etc with foster carers
which relate to their role as foster carers for the department.
G Records of any complaints or allegations made against foster carers, with their outcomes, and
records of any complaints and allegations made by foster carers, and their outcomes.
G Records of training attended and accreditation level.
All information held by the department, apart from personal references, in relation to themselves is
available to each foster carer, under the terms of ‘Access to Personal Files Regulations’ (1989). If foster
carers would like to see their personal file, they should contact their FPSW.
WS097 / Edition 5 / March 2009
118
West Sussex children’s social care
Foster Carers’ Handbook
This page is blank
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
119
Section 10
Contact between children and their family
and friends
The national foster care standard 9
1. The authority has clear procedures setting out how contact arrangements for each child in
foster care are to be established, maintained, monitored and reviewed.
2. The need for and benefits of appropriate contact for the child are considered in making each
foster placement, particularly where a child is to be placed outside of his or her home
community.
3. The views of the child are sought and - wherever possible - given priority in determining any
contact arrangements.
4. The child's social worker, in conjunction with the foster carer, the child, and the child’s family
and friends, co-ordinates all contract arrangements, including the frequency and location of
contact meetings and any supervision required.
5. The child's social worker carries out a risk assessment before making contact arrangements for
the child.
6. Particular attention is paid to contact arrangements where a child is at risk of losing contact
with specific aspects of his or her heritage.
7. The assessment and continuous training of each carer stresses the importance of helping a
child in her or his care to maintain appropriate contacts and covers the skills required to
encourage and facilitate such contacts.
8. Courts and children’s hearings are made aware of the obligations placed on carers in meeting
any contact arrangements laid down for children in care.
9. The carer has full details for all contacts listed in the child's care plan.
10. The carer receives financial support from the authority or other agency that includes transport
or other costs involved in ensuring contacts take place at the desired frequency and in the most
suitable place.
11. The carer records outcomes of contact arrangements and their perceived impact on the child;
this information, together with the views of the child on contact arrangements, are considered
at review meetings.
Underlying principles
It will be helpful for foster carers as well as social workers to be aware of the underlying principles.
1. Parents are amongst the most important people in the child's life and children should be
brought up within their birth families if that is possible.
2. The Department is required by law to provide services to families, to prevent the need for
children to be looked after by the local authority.
WS097 / Edition 5 / March 2009
120
West Sussex children’s social care
Foster Carers’ Handbook
3. In a small number of cases, where the child's safety cannot be promoted or protected with the
family, removal of the child will be necessary and alternative family care sought.
4. Fostering is a positive service to children and their families.
5. When a foster placement is being considered the wishes and feelings of the child, the parents,
and other significant people must be sought and taken into consideration.
6. Whether the child is with the parents or not, the parents retain parental responsibility for the
child unless he or she is adopted. If the parents are married they both have parental
responsibility. If they are not married, parental responsibility lies with the mother unless the
father has subsequently acquired it.
7. Parents are positively encouraged to be part of the planning process and to be actively
involved in decision-making.
8. All placements need to take into account the requirement for the child to be placed as near to
the family as possible and siblings should be placed together.
9. If the placement is for a child with disabilities particular attention should be given to ensuring
that the placement is suitable for the child.
10. Work within the placement should be focused towards the child returning to the family as
quickly as possible.
The birth parents
Every parent will respond differently to his or her child being looked after. Many parents will wish to
be involved in their child's life while they placed with foster carers and some will not. Social workers
and foster carers should always give them appropriate opportunities to stay involved. Any separation
will affect relationships. Contact can aid a speedy return of a child to their family.
Some feelings of birth parents
Many parents experience feelings of shame or guilt if for some reason they are unable to look after
their children. A parent’s inability to care for the child should not require them to forfeit respect as
parents or people.
Social workers and foster carers can be seen to be all-powerful and threatening.
G they may feel angry with the Department because they blame it for bringing the problem to
light.
G they may see the foster carer as an agent of the Department and also condemning them for
failing their children.
G they may be angry with the child for not being good and easy to look after.
G they may be afraid of losing their child, and confused about the legal processes.
G they may feel bitter and uncomfortable if foster carers have a better standard of living and
seem able to cope.
G they may be afraid foster carers will replace them in their child's affections.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
121
Children Act duties
The Children Act imposes a duty on local authorities to promote contact between a child who is
being looked after and those connected with them. Contact can be direct, face to face meetings, or by
telephone, email or letter. Sometimes this is voluntary and sometimes there is a court order.
The main points
G
Foster carers are looking after children on behalf of others.
G Foster carers’ skills, attitude and experience, patience and understanding are a powerful
influence on the successful outcome of contact.
G Foster carers must take their own family's needs into account.
G Contact should be a planned and agreed part of the child’s life.
G Foster carers should expect help, and not hesitate to talk to their support/supervising worker
about contact issues.
Sometimes foster carers will have a lot of contact with parents. When there isn’t regular contact, foster
carers and social workers may have to explain to a child why their parents do not visit.
Further Information is contained in the Fostering Network booklet, Maintaining links with families,
and the Family Rights Group’s publication, Promoting Links.
Contact visits
Contact is one of the most emotional aspects of childcare. The management of contact is a
demanding task. If a child is to go home, their links with their parents must be continued and for
young children where the plan is to return home, visits may be intensive and frequent. For children
where the plan is not rehabilitation visits will be less frequent.
A good contact visit will leave the child feeling reassured that they are loved and missed by their
parents and still belong to them. They will have heard about what has been going on in their family in
detail and the bonds will be kept alive.
The location and nature of contact would normally be discussed with the child’s social worker and
the support/family placement social worker. It is usual for the foster carer to transport the child to
their contact visit. The foster carer should remain with the child whilst contact takes place unless it
has been agreed by the social worker that they do not need to do so.
Termination of contact
If a decision is made that rehabilitation of a younger child is not in the child's interest, Social Services
will try to safeguard their future with a permanent substitute family. This may mean terminating the
parents' contact to the child. Even if this is the case the child still needs to know about their parents
and foster carers will need to help them understand this. If the foster carer understands the parent’s
situation, it is easier for them to explain kindly and truthfully to the child.
WS097 / Edition 5 / March 2009
122
West Sussex children’s social care
Foster Carers’ Handbook
Support after placement
If good relationships between the foster carers and the parents have developed during the time their
child was placed, it is possible that the foster carers may be asked to continue to help the family when
the child is returned home. This help may take several forms, for example:
G Visiting the family home on a regular basis for a defined period.
G Caring for the child for some parts of the day or at times of particular stress.
G Opening their home to parents and child to hear about the good and bad aspects of the family
being reunited.
These sorts of continuing relationships often occur informally anyway but the foster carers’ formal
agreement to it, in some situations, could speed up the child's return home and help ensure a
success.
Difficulties…
…with the birth parents
Parents may:
G criticise the foster carer
G criticise the care the foster carer gives
G undermine the foster carer, especially by referring to the fact that foster carer gets paid
G make false promises
G try to give up visiting because it is painful
G show love by buying presents
G be unable to play their natural roles in someone else's house
G be over sensitive and take the foster carer’s comments as criticism.
If parents turn up unexpectedly and demand to remove their child, foster carers should
G stay calm - not use physical restraint
G try to persuade them to speak to the social worker
G contact the Department
G if necessary phone the police
G not put themselves at risk
If a child has been out with their parents and does not return, then the foster carers should notify the
social worker, their manager or the out-of-hours service.
The out-of-hours telephone number is: 01903 694422.
…with the child
Many looked after children see their birth parents as who they want them to be - not what they are.
Visits may reawaken a sense of loss, and may cause over excitement and exhaustion. They may openly
reject their foster carers and cling to their parents. They may blame the parents and reject them
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
123
because they are hurt. Visits may lead to challenging behaviour, sadness, temper tantrums and
anxiety.
…with the foster Carer
Foster carers may feel apprehensive, perhaps concerned that they come from different backgrounds
with different values. They may find it difficult to be themselves and relax.
They might find it hard not to criticise and be angry and keep their feelings to themselves. They may
find discipline of the child difficult when the parents are around.
Foster carers should remember:
G the child in care is still the parents' child
G that they are a responsible and professional adult in a very sensitive situation.
G to be sensitive towards the parents and the child's feelings
G to be aware of their own feelings
G where possible not contradict the parents in front of the child
G the child needs the foster carer to accept their parents because they are part of them
G to let their own negative feelings out safely and away from the child
G to talk to their support/supervising worker. They are not alone in picking up the pieces after
difficult visits.
A child's parents will always be important to them. They may want to talk to the foster carer about
them and sort their feelings out about them. Foster carers need to be honest and sensitive to the
parents and their position.
…arrangements for contact
Arrangements for contact visits will be made initially at the Placement Plan Agreement Meeting at
the start of the placement. These arrangements will then be regularly reviewed and revised when
necessary. Social workers and foster carers should make sure the arrangements are practical and not
intrusive to other members of their family.
If a child is at risk of harm and the parent is unpredictable or aggressive, contact will be supervised
and may take place on neutral ground, away from the foster home.
The importance of sharing information
Where foster carers look after a child where race, religion, culture or language is not their own, the
birth parents and relatives have invaluable information that can help the child maintain and develop
important parts of their life. Disabled children particularly need their parents and foster carers to
share information so that their needs can be met.
WS097 / Edition 5 / March 2009
124
West Sussex children’s social care
Foster Carers’ Handbook
This page is blank
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
125
Section 11
Health care and development
The national foster care standard 10
1. A full health assessment is carried out for each child in foster care at least once a year, this
includes a physical examination, if the child agrees; the authority records what alternative
action is taken it the child refuses a medical.
2. Each child in foster care has a health plan, drawn up in consultation with health professionals
and the child - the health plan is reviewed in the light of the regular health assessment.
3. The child's social worker, in consultation with the foster carer, ensures that each child is
registered with a GP and receives access to appropriate health care, including counselling and
therapy, dental and eye care, a healthy diet and information essential for promoting a healthy
life style and sexual health.
4. Each child in foster care is an active, informed participant in the process of her or his own,
health care, appropriate to her or his age and understanding; he or she is offered health care
that incorporates confidentiality and choice.
5. The child's informed consent to all health care and treatment is actively sought and recorded.
6. Each child in foster care has accurate information about her or his health history and a
knowledge of significant medical problems in her or his family, appropriate to her or his age
and understanding.
7. Each authority maintains a comprehensive profile of the health of children it places in foster
care and identifies unmet need.
8. Strategies to improve the health and health education of children in foster care are in each
authority's children's services and other relevant plans.
9. The relevant health authority/board provides services specifically commissioned to support all
the health needs of each child in foster care.
10. Each health authority/board designates a medical adviser for looked after children, with
sufficient time allocated, to fulfil this task.
11. The carer receives a full description of the health needs of each child placed in her or his care
and clear procedures governing consent for the child to receive medical treatment.
12. The carer is provided with a written health record for each child placed in her or his care; this is
updated during the placement and moves with the child.
13. Each foster carer receives basic training on health and hygiene issues and first aid, with
particular emphasis on health promotion and communicable diseases.
WS097 / Edition 5 / March 2009
126
West Sussex children’s social care
Foster Carers’ Handbook
Health – the law
The Fostering Services Regulations 2001 make it clear that the fostering service provider must
promote the health and development of children placed with foster carers. In particular the fostering
service provider must ensure that each child is included in the list of a general practitioner, and so far
as reasonably practicable, each child has access to such medical, dental, psychological and psychiatric
services as he or she may require. Each child must be provided with such individual support, aids and
equipment which he or she may require as a result of any particular health needs or disability he or
she may have.
The foster carer must be provided with sufficient information regarding the state of health and health
needs of any child placed or to be placed, and the arrangements for giving consent to the child’s
medical or dental examination or treatment to enable them to care appropriately for the child.
The Children Act 1989 already provides a statutory requirement to arrange for a health care plan and
regular assessment for looked after children and young people. These arrangements ensure that
medical problems are identified and action carried out. Children may have previously undiagnosed
health conditions that will affect other aspects of their life, so health checks are important. This also
allows sensitive issues to be raised in a non-threatening way.
What happens in West Sussex?
Before a placement begins, the carer is provided with as full a description as possible of the health
needs of a child and clear procedures governing consent for the child to receive medical treatment. If
full details of the health needs are not available before placement, a high priority is given to ensuring
that the information is obtained and passed to the foster carer once the placement is made.
The role of the foster carer includes:
G Taking the child to any health appointments when required including dental and optician
appointments
G Helping her/him to access the services that she/he needs
G Giving attention to health issues in everyday care of the child, including diet, personal hygiene
etc
G Acting as an advocate on the child’s behalf
G Registering a child with a doctor or dentist
Medical examinations and health assessments
Medical examinations and health assessments are needed:
G Before placement, if reasonably practical, unless an assessment has been carried out within the
last three months.
G In emergency placements, as soon as possible after the placement.
G At least once every six months up to a child's second birthday, after which at least once every
twelve months.
The child's personal history, including health, must be made known to foster carers. This information
should be given to the child's social worker and to foster carers when the placement agreement is
drawn up.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
127
For children under 5, parents should give the red booklet "Personal Record", which they have had
since the child's birth, to the foster carer so that health records can be maintained.
Looking after a child's health needs is one of the most basic of parenting responsibilities. Good health
care requires a positive approach to general health monitoring and developmental progress. Foster
carers will be expected to work with the child's family and social worker in fulfilling their
responsibilities to ensure that a proper child health surveillance programme is maintained and to
promote the physical, social and emotional health and development of the child.
General practitioner registration
General practitioner (GP) registration is a matter for the parents unless the child is on a care order. If
the foster carer lives near the child's home the child should remain with its own GP. Children may be
registered with the foster carers' GP, if this is appropriate. The GP should know that the child is being
looked after. The foster carers should also inform the school/school nurse at the child's school that
the child is being looked after.
Medicals
If the child is settled in placement, annual medicals should be done by the Medical Officer for West
Sussex, arranged by the child’s social worker, who reminds foster carers when they are due.
Foster carers need to be aware of the health plans for the children they care for. All the health
information they will need to know should be in the Essential Information Form parts 1 and 2, but the
following are particularly important:
G medication being taken, reasons for the medication and dosage
G known illnesses and allergies.
It is the responsibility of the foster carer to take children to medicals when requested to do so.
Depending on their age and level of understanding, children cannot be medically examined and
treated without their (the child’s) consent. It is the responsibility of the doctor to decide this although
there are guiding principles of which the child’s social worker will be aware.
Aspirin
Current advice from the Department of Health has advised local authorities that aspirin should not
be used to treat symptoms of diseases in children, unless prescribed by a doctor for a specific disease.
Foster carers should not give aspirin to children under the age of 16 years and if they have young
persons over the age of 16 years, they should advise them of the dangers which may follow taking
aspirin.
Minor accidents
The foster carer must immediately report any accident to the Services and Caring Services, both to
the social worker for the child and the foster carer’s support/supervising link worker. The foster carer’s
link worker will complete an Accident Report Record, to ensure that all the details are recorded and
that everything required has been done.
WS097 / Edition 5 / March 2009
128
West Sussex children’s social care
Foster Carers’ Handbook
Delegated authority will be clearly defined in the Placement Agreement to authorise certain kinds of
medical treatment. It remains the right of the parents to be fully involved in all decisions relating to
the health of their child and where practicable they should play their part.
First aid
Foster carers are required to always keep a First Aid Kit in the house, to keep another in the car and to
always take a kit away on holiday with them.
What to put into a first aid kit:
G 20 x Individually wrapped sterile adhesive dressings (assorted sizes);
G 2 x Sterile eye pads with attachment;
G 6 x Individually wrapped triangular bandages
G 6 x safety pins;
G 2 x Medium sterile dressings;
G 3 x Extra large sterile dressing;
G Tube gauze, applicator gauze;
G Hypoallergenic tape;
G Scissors – blunt ended;
G Tweezers;
G Latex/plastic gloves.
Where to get more advice
G
Safety of Young Children - A health visitor (from the local family health clinic or GP).
G Home Safety - A Home Safety Officer (at your local council offices).
G Fire Prevention - A Fire Prevention Officer (look up "Fire" in the telephone book and ring the
enquiries number).
G First Aid - British Red Cross; St John's Ambulance Association; St Andrew's Ambulance
Association (in Scotland); (Local branches are listed in the telephone book. See telephone
directory for local numbers of the above services.)
G Dangerous Products or Services - Trading Standards Officer (in the telephone book).
G Child safety in general: send a large SAE to: The Child Accident Prevention Trust, 4th Floor Clerks
Court, 18-20 Farringdon Lane, London EC1 R 3AU
First aid courses are offered by the department, and are mandatory for all foster carers.
Immunisations, dental and eye checks are essential and it is the responsibility of the foster carer to
make sure this happens. However, certain treatments which seem routine may need special
permission - so foster carers need to check it out first with the child’s social worker.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
129
In patient hospital treatment
If the child needs to go into hospital, foster carers must inform their support/supervising worker and
the child’s social worker. Going into hospital can be frightening and the child or young person may
experience a further separation from people they know. Foster carers should if possible stay with
children in hospital. Social Services may be able to provide assistance if this means additional costs or
the need for extra help.
Serious accident and illness
Social & Caring Services must be immediately notified if the child suffers a serious illness or the
necessity for urgent medical treatment. The child’s social worker will inform the parents.
Infectious diseases
Human immunodeficiency virus (HIV)
HIV is a virus which damages the body’s immune system and exposes it over time to the risk of severe
infections such as pneumonia and certain cancers. AIDS (Acquired Immune Deficiency Syndrome) is
the name given to a group of these diseases when caused by HIV.
There is as yet no cure for AIDS or vaccine against HIV infection. There are, however, anti-retroviral
drugs that can improve the quality of life and extend the lifespan of people with HIV.
People with HIV do not necessarily have symptoms or feel unwell. Some people may experience a
short illness soon after they become infected. This may range from a mild "flu-like" illness to a more
severe illness with symptoms such as prolonged fever, aching limbs, skin rash, sore throat, diarrhoea,
severe headaches and aversion to light. All these symptoms could be caused by other infections.
HIV is endemic world-wide. The UK has a relatively low prevalence of HIV/AIDS (about 0.11% of the
adult population), which is probably due to the early introduction in the mid-1980s of wide-ranging
health promotion campaigns. Prevalence is much higher in some other parts of the world, particularly
sub-Saharan Africa.
Children with HIV should be referred for assessment by an HIV specialist physician.
How is HIV spread?
HIV infection is spread by direct contact with an infected person’s blood or certain body fluids.
The infection is spread:
G by direct sexual contact with someone who is already infected
G by infected entering the bloodstream.
The virus can enter the bloodstream by:
G the sharing (or being punctured by) contaminated needles or other equipment for drug
injecting;
G through blood transfusion or blood products that are infected with the AIDS virus (all blood for
transfusion in the UK is screened);
WS097 / Edition 5 / March 2009
130
G
G
G
West Sussex children’s social care
Foster Carers’ Handbook
from an infected mother to her baby during pregnancy and while giving birth; or through
breastfeeding;
by tattooing, ear and body piercing or acupuncture with unsterilised needles or equipment;
by sharing razors and toothbrushes (which may be contaminated with blood) with an infected
person.
There has been a great deal of concern expressed about HIV and AIDS, but it is far less likely that
anyone caring for a child who is infected with the HIV virus will be at risk from infection, than they
would be from any other infection that the child may have.
HIV infection is not spread by normal daily contact arid activities e.g. coughing, sneezing, kissing,
hugging, holding hands, sharing bathrooms and toilets or food, cups, cutlery and crockery.
Hepatitis B
Hepatitis B is a virus, which causes infection that may damage the liver. People with hepatitis B
infection do not necessarily have symptoms or feel unwell, but some do get a short "flu-like" illness,
often with jaundice (yellowing of the skin and eyes and dark urine), nausea, vomiting and loss of
appetite. Infection without symptoms and illness without jaundice occurs, particularly in children.
Very rarely hepatitis B infection may cause acute liver failure.
Most adults infected with the virus recover fully and develop lifelong immunity. However, a small
proportion - about 1 in 10 - may remain infected (hepatitis B carriers"). Babies infected at birth from
their mothers have up to about a 90% chance of becoming carriers and children infected aged 1-10
years have about a 25% chance of becoming carriers.
Hepatitis B carriers are infectious to other people, and about 1 in 5 infected in infancy or childhood
may develop serious liver damage later in life such as cirrhosis (scarring of the liver) and primary liver
cancer.
Children with chronic hepatitis B infection should be referred for assessment by a specialist clinician,
such as a hepatologist, gastro-enterologist or infectious disease physician. Drug treatments may be
available, although they are not effective in every case.
The UK has a relatively low prevalence of hepatitis B - it is estimated that about 0.3% of the general
population are hepatitis B carriers. Hepatitis B is more common in other parts of the world such as
South East Asia, the Indian sub-continent, the Middle and Far East, Africa, South America, parts of
Eastern Europe and Southern Europe.
Vaccination against Hepatitis B is available, though not a requirement, to foster carers or social
workers. This can be arranged through their GP. The County Council will reimburse any foster carer
or social worker for the cost of Hepatitis B vaccination.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
131
How is hepatitis B spread?
Hepatitis B infection is spread by direct contact with an infected person’s blood or certain body fluids.
The main routes by which infection is spread are similar to HIV:
G from an infected mother to her baby at birth or by breastfeeding;
G by sexual intercourse with an infected person without a condom;
G by sharing contaminated needles or other equipment for drug injecting;
G by tattooing, car piercing and body piercing or acupuncture with unsterilised needles or
equipment;
G through a blood transfusion in a country where blood donations are not screened for hepatitis B;
G by sharing razors and toothbrushes (which may be contaminated with blood) with an infected
person.
Like HIV, hepatitis B infection is not spread by normal daily contact and activities e.g. coughing, sneezing,
kissing, hugging, holding hands, sharing bathrooms and toilets or food, cups, cutlery and crockery.
Hepatitis A
Hepatitis A is less serious than Hepatitis B but also attacks the liver. It is transmitted in human faeces
and contaminated food and water. The incubation period is about 3 weeks. It causes sickness,
diarrhoea and stomach pains but is not serious to otherwise healthy people. Sufferers usually recover
completely in a few weeks and one attack usually gives full immunity. There is a vaccine available for
Hepatitis A.
Hepatitis C
Like hepatitis B, hepatitis C is a virus, which causes infection that may damage the liver. Many people
with hepatitis C infection have no symptoms and are often unaware that they have been infected.
Some people will experience tiredness, nausea, loss of appetite, abdominal pain and "flu-like"
symptoms. They may also develop jaundice (yellow eyes or skin and dark urine), but this is unusual.
About 1 in 5 people with hepatitis C infection recover completely. The majority of people who get
hepatitis C infection become chronically infected (hepatitis C "carriers"), most of whom will have only
mild liver damage and many with no obvious symptoms. About 1 in 5 people with chronic infection
develop severe scarring of the liver (cirrhosis) after 20-30 years. Children with chronic hepatitis C
infection should be referred for assessment by a specialist clinician, such as a hepatologist, gastroenterologist or infectious disease physician. Drug treatments may be available, although they are not
effective in every case.
The UK has a relatively low prevalence of hepatitis C. It is estimated that about 0.5% of the general
population are hepatitis C carriers. Hepatitis C is more common in other parts of the world e.g. parts
of Africa, South East Asia and Southern Europe. However, studies have shown that prevalence among
injecting drugs users in the UK may be as high as 30-80%.
WS097 / Edition 5 / March 2009
132
West Sussex children’s social care
Foster Carers’ Handbook
How is hepatitis C spread?
Hepatitis C infection is spread by direct contact with an infected person’s blood or certain body
fluids. In the past, infection could have been transmitted by blood and blood products before
measures were introduced to minimise this risk. Currently, the main way in which hepatitis C infection
is passed on in the UK is through the sharing of contaminated equipment by injecting drug users.
Other less common ways in which the infection may be passed on are:
G from unsterile equipment used for tattooing, ear and body piercing or acupuncture;
G from an infected mother to her baby at birth;
G by sexual intercourse with an infected person without a condom;
G by sharing razors and toothbrushes (which may be contaminated with blood) with an infected
person.
Hepatitis C infection is not spread by normal daily contact and activities e.g. coughing, sneezing,
kissing, hugging, holding hands, sharing bathrooms and toilers or food, cups, cutlery and crockery.
Universal infection control
Control of infection can only reliably take place when exactly the same (universal) precautions are
taken in every instance in which direct contact with a potentially infectious substance is likely. This
applies not only when working with children in the home, but in all situations and places of work.
Rather than identifying "high risk" groups the emphasis should be on applying the same infection
control procedures for everyone and regarding all blood and body fluids as potentially infectious. The
likelihood of infection is minimised by using, as a matter of course, good hygiene procedures at all
times.
The above guidelines apply to HIV and AIDS as well as to other infectious diseases.
Personal hygiene procedures
G
G
G
G
G
G
G
Hands must be washed after handling any body secretions.
Towels, face flannels, razors, toothbrushes or other implements which could be contaminated
with blood must not be shared.
Never share toothbrushes, gums often bleed.
Minor cuts, open or weeping skin lesions and abrasions should be covered with waterproof or
other suitable dressings.
Sanitary towels must be placed in the waste disposal unit or incinerator.
Tampons may be treated similarly or flushed down the toilet.
Disposable nappies should be burned or double wrapped in polythene bags.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
133
General hygiene procedures
G
G
G
G
G
In cleaning normal cleaning methods should be used. No special disinfectants are necessary for
toilets, wash hand basins, or sinks.
Surfaces which have been soiled by body secretions should be wiped with bleach, diluted 1:10.
Crockery and cutlery can be shared. Utensils can be hand washed in hot soapy water or in a
dish-washer or dish steriliser.
Spillages of blood, vomit and bodily waste should be cleaned up as quickly as possible.
Preferably use disposable gloves. Non--disposable gloves should be washed in hot soapy water
after use. Any cut or wound in an exposed area should be covered with a waterproof
plaster/dressing.
If disposable aprons are available then wear one.
Foster carers should already be following good health care practice and the policy of universal
precautions when there is a spillage of body fluids. The body fluids requiring special care are: blood and
blood products; urine; faeces; vomit; semen; vaginal secretions; amniotic fluid and breast milk.
Accidents involving external bleeding
G
Cover up any exposed cuts or abrasions with a waterproof dressing before treating a casualty;
G Use disposable gloves.
G Blood splashes should be washed off the skin with warm soapy water.
G Wash hands both before and after applying dressings.
G Seek appropriate medical advice when necessary.
Most of these standards of hygiene should become second nature in all families. However some
foster carers will know that children in their care either have the HIV infection or have come from
circumstances where the risks are high. These foster carers should expect to receive help, support
and advice from a range of local specialists via the child's social worker. These specialists will give
advice in testing, management and confidentiality - all of which need careful consideration to
balance the needs of the child with the protection of those around him. The incidence of HIV and the
other infections referred to above is very low, but West Sussex County Council do not normally know
the HIV status of all the children they place. This means that social workers and foster carers may
have to cope with some uncertainty.
If a positive HIV status is known this information must be treated with the strictest confidentiality. For
all children placed there is no expectation of an HIV test being undertaken unless there are very clear
reasons for believing that it would be in the child's best interest to be HIV tested. If this situation arose
the permission of the parents would be sought (and the child’s permission depending on age and
understanding). If the child is the subject of a care order the permission of the Head of Children’s
Services (in consultation with a consultant community paediatrician), must also be obtained before
testing is undertaken.
WS097 / Edition 5 / March 2009
134
West Sussex children’s social care
Foster Carers’ Handbook
The advice to foster carers, therefore, is that the basic hygiene procedures and universal infection
control procedures should be used at all times for dealing with all children in their care, including
their own children. In this way the risk of any infection being transferred will be minimised.
Sex education, sexual orientation and contraception
There are many complex issues to be considered. They include legal considerations relating to the
age of consent; potentially different moral and religious views of young people, their parents, carers
and social workers; and different levels of understanding regarding sexually transmitted diseases.
There is need for clearly defined roles in relation to who should be advising the young person. Foster
carers can discuss this with their support/supervising worker and any decisions regarding the
child/young person may be included in a placement agreement.
Foster carers are expected to discuss sexual matters with young people when appropriate. They need
to be knowledgeable of and confident in discussing contraception, sexual preference and identity
and the consequences of unprotected sex. Foster carers will be advised and trained in this area. Social
workers and foster carers cannot give consent to contraception. If the young person is
accommodated the person(s) with parental responsibility must give permission. If the young person
is subject to a care order the Head of Children’s Services may give consent after taking into account
the parents' views. This consent is delegated as follows:
G Team managers may agree to contraception where a child is on a Care Order, under 16 and
where parents agree.
G If the parents do not agree, then the service manager can give consent.
Information and understanding of HIV and AIDS must also be seen as a vital part of any child’s ageappropriate sex education, so that looked after children and young people are aware of the risks as
they grow and develop. The aim is to help them become responsible adults who are concerned about
reducing the spread of the virus, behaving sensibly and without ignorance, prejudice or fear.
Drug and substance misuse
The misuse of drugs both legal and illegal can damage a child's health - sometimes the damage is
permanent. Young people need accurate advice and information in language they can understand.
Young people need the help of their social workers and foster carers to develop an informed attitude.
Foster carers should be caring in the same way as a responsible parent: advising and discouraging.
It is likely that many foster carers will at times be asked to care for a young person who has used or is
using drugs.
Youngsters who are upset and troubled are especially susceptible to others who may persuade them
to try drinks, drugs or solvents. They do so for many reasons - to "escape" from a painful experience, to
identify with their peers, to seek attention and to have fun. In particular adolescence is a time of
experimentation and rebellion. Most teenagers, troubled or otherwise, will experiment at some time
and will come through the experience without suffering any lasting harm.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
135
A table of specific symptoms
Alcohol
Drugs
Solvents
Smell
Obvious
Odd, pungent
Chemical
Behaviour
An occasional binge will
not be difficult to spot.
Chronic drinking will,
and in time he or she
learns to disguise the
smell.
Mood swings, erratic and
unusual words used,
giggly, touchy, might
suddenly flare up. Starts
lying very convincingly.
Can become suddenly
depressed. Avoiding eye
contact. Short-term
memory loss.
As for ‘drugs’ but more
pronounced, and liable
to be violent.
What to
look for
Bottles in room,
household drinks
missing.
‘Soft’ drugs, bits of silver
foil lying around. Sudden
use of cigarette papers,
broken cigarettes, card,
etc. ‘Hard’ drugs, bits of
filter paper. Syringes.
Silver foil. Razor blades,
folded paper to form
envelope.
Containers of all kinds of
substances left about.
Sudden interest in
polythene bags.
Effects
Long-term addiction,
liver damage,
malnutrition, death.
Long-term: all drugs
affect thinking capacity.
‘hard’ drugs can give a
possible risk of Hepatitis,
septicaemia,
malnutrition, HIV,
infection, over-dosing.
Thinking capacity
affected. rarely death
through sudden shock.
the membranes of the
nose, mouth and throat
can be permanently
damaged.
The most common types of drugs
1. Amphetamines or speed, are usually in pill form and gives "speed", i.e. energy.
2. Cannabis: a most widely used drug, in brown lumps of resin or like dried grass. Also known as
hash, dope, weed, head, grass, ganja, hashish, marijuana, puff or pot.
3. LSD or acid: usually as pills, causes lurid daydreams and distorted perception.
4. Cocaine: a white powdery appearance which can be sniffed or injected.
5. Crack cocaine: refined cocaine, usually smoked and rapidly addictive.
6. Heroin: white or brown powder, which can be injected smoked or sniffed and is highly
addictive.
7. Ecstasy: usually in capsules or tablets.
8. Solvents and gases: e.g. cleaning fluids and lighter fuel - can be sniffed to produce effects similar
to alcohol.
WS097 / Edition 5 / March 2009
136
West Sussex children’s social care
Foster Carers’ Handbook
Illegal drugs are controlled under the Misuse of Drugs Act, which places them in different classes
depending on the penalties associated with offences involving the drug.
Under the Intoxicating Substances (Supply) Act 1985, it is an offence to supply, or offer to supply,
solvents to persons under the age of 18 if the supplier has reason to believe that they intend to
misuse them.
What to do to help
Foster carers should seek advice and information, and enlist the help of the child’s social Worker, their
supervising worker and other outside organisations.
It is very important to establish the extent of the abuse and the reasons why the young person is
taking drugs as this will determine the way to help them confront the problem.
If a child or young person needs medical assistance they should be taken to their GP or a Hospital
Accident & Emergency Department.
To contact a substance misuse advice service telephone, during office hours:
01903 694422
Allergic Illness
Asthma, eczema, hay fever and allergy
Asthma, affects the respiratory system making it difficult to breathe. A common chronic illness in
childhood. Asthma attacks are usually brought on by contact with pollens, feathers, animal fur, house
dust and house mites. Allergy to food is a less common cause. Other factors may be chest infections
and colds, vigorous exercise, emotional upsets, sudden changes in temperature and laughter.
Treatment for asthma is effective and most children are able to lead a normal life and attend school
regularly.
Hay fever caused by allergies to pollen, dust, animal fur etc and results in sneezing, runny nose, itchy
eyes and general debilitation. Usually this is seasonal (spring and early summer) and may also involve
asthma attacks. Medication usually involves anti-histamine tablets, nasal sprays and eye drops.
Eczema affects the skin.
Allergy is an abnormal reaction by the body to substances, often harmless, which are breathed in,
swallowed, injected or come into contact with the skin.
Many of these conditions may appear worse in times of stress
Dental care
Dental care should begin as soon as teeth appear. The age at which a baby can have the first tooth
coming through can vary from birth to 18 months or so. In most babies they begin to appear from
about the age of 6 months and usually all the baby teeth are through by about the age of 2 years.
There are 20 baby teeth altogether. The lower middle teeth usually come first.
Tooth decay is avoidable:
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
G
G
G
G
G
G
G
G
G
G
G
137
Restrict sugar-containing foods and drinks to mealtimes.
If a child is thirsty between meals, give water or very diluted unsweetened fresh fruit juice.
If a feeder is used put only plain water in it.
If a dummy is used NEVER put a sweetener such as sugar, honey or jam on it. Do not give baby a
bottle to suck to go to sleep.
If it is necessary for the child to take medicine ask your doctor or chemist for a "sugar free" one.
If not available, a child's teeth and gums should be cleaned after taking medicine.
Clean teeth thoroughly at least once a day. Battery toothbrushes make it easier to clean teeth
properly
Always brush teeth before going to bed.
Children need help to brush their teeth properly until they are about 7 years old.
Fluoride makes teeth strong. Use a fluoride toothpaste.
Ask your dentist or health visitor about fluoride supplements.
Teach children to use floss at least once a day after brushing
Teething does not cause illness, although it may cause discomfort. Regular Dental Checks are
important – introduce the child to a dentist early on.
Eye care
'Lazy eye" and squint are two very important conditions. A child can become blind in a 'lazy' or
squinting eye if it is not treated early. Treatment varies, but may include eye exercises, patching the
good eye to make the lazy one work, a simple operation or wearing glasses before the age of 7 years.
Regular eye tests are essential.
Hearing
Some young children often have continually runny noses and catarrh. The catarrh can block the
passages leading to the middle ears. If this happens, the child's hearing may sometimes be affected.
In younger children a hearing problem may lead to delayed speech/language development, and it
may also cause listening/attention difficulties. All of which may persist in later life.
It may be possible to spot a hearing problem if the child:
G turns up the volume on the television
G shouts rather than speaks
G does not come when called if not facing you
G does not form words correctly
G behaves very boisterously/disruptively
Research has shown that having a walkman or personal stereo in the ear for more than an hour a day
will cause hearing loss which cannot be put right later. Loud music can also affect hearing.
Poor hearing makes it difficult for a child to understand the teacher in class which may lead to
behaviour and/or learning difficulties. Other children may also ignore them.
WS097 / Edition 5 / March 2009
138
West Sussex children’s social care
Foster Carers’ Handbook
Foot care
Shoes or slippers are not needed until a baby starts to walk. It is important to make sure that there is
always plenty of room for the child's toes in the shoes and/or socks otherwise the toes may be bent
and permanently damaged. "Babygrows" are very useful items of clothing but can be harmful to a
child's feet if they are too small. It is easy to cut off the feet of the 'Babygrow" as soon as they start to
pull. Children's shoes should be checked for size every 3-6 months. Their feet should be measured by
an approved specialist in a shoe shop.
Skin care (sunburn)
It has now been proved that spending too much time in the sun can cause skin cancer. Babies under
one year (and preferably all children under 2 years) should NOT be exposed to the sun at all. They
should be shaded with a hat and clothes. Foster carers should always use the appropriate sun screens
for different types of skin, Factor 15 as a minimum, but NEVER on babies under 3 months. Everyone's
skin can burn but people with fair skin, usually those with blond or red hair, are particularly
vulnerable. African/Caribbean and Asian skins also burn and need protection.
Growth and development
It is very important to keep a close watch on the growth rate of children. Most children grow at a
regular rate. This may not happen if the child has been ill, or inadequately fed. Some children may also
put on too much weight or lose weight when unhappy or if they are given an unsuitable diet. This will
affect their self-esteem and health in adulthood.
A record of a child's weight and height may already be kept by the health visitor, family doctor or
school nurse, but it is a good idea for foster carers to measure the children too.
Diet and exercise
This does not just mean losing weight. It means thinking about what children eat, how much they eat
and why they need certain foods. The connection between diet and health is now well recognised.
Foster carers should try to find ways of getting a child to eat well and healthily – the health visitor or
school nurse will be able to give them further help with this.
Exercise
It is well recognised that children are less fit than in the past. This is due to a changed lifestyle. Regular
exercise is essential for everyone. It can be running, jumping, bike riding, swimming or any other type
of exercise the child enjoys. Simply walking to and from school or playgroup can be good for the
children and their carers. The time can also be spent talking to the child. Getting children to walk
everywhere rather than putting them in the "buggy" or car because it is quicker is strongly
recommended.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
139
Immunisations
It is easy to protect most children against infection with a simple course of injections. Every year
several children die unnecessarily from dangerous diseases. It is County Policy to vaccinate children,
including the triple vaccine, whatever your personal views may be on this issue.
Age
Immunisation
2 months
First Hib injection, first Diphtheria, Whooping cough, Tetanus injection, and
first Polio drops.
3 months
Second Hib injection, second Diphtheria, Whooping cough, Tetanus injection,
and second Polio drops.
4 months
Third Hib injection, third Diphtheria, Whooping cough, Tetanus injection, and
third Polio drops.
15 months
Measles, Mumps and Rubella (MMR) injection
4 years
Booster Diphtheria and Tetanus injection. Booster Polio drops. booster MMR
and acellular pestissis.
Food
All children need meals that provide them with enough protein, fat, carbohydrate, vitamins and
minerals to ensure that they grow to be healthy. It is a demanding task, however, to provide
interesting and healthy well balanced meals for children especially when some have very definite
views about what they will eat. Mealtimes can easily turn into a battle.
Good healthy eating habits need to start early, but foster carers often have to deal with a child whose
eating habits have developed in a deprived or unhappy atmosphere. Even where this is not the case a
child may refuse to eat unfamiliar food when they have just left home. All sorts of behaviour are
possible, overeating, hoarding, stealing, finickiness, refusal, vomiting. Whatever the case may be, it is
always best to avoid confrontation; find out what the child's eating habits and preferences are and
only introduce new eating experiences gradually, at the child's own pace. This is especially important
for children with disabilities who may need special diets or help with eating.
Some children you will care for may need different diets for religious, medical or cultural reasons.
Foster carers should ensure that they are given full information about the child's dietary needs before
placement whenever possible, so that they can prepare for the child in advance. Foster carers may
need specialist advice, and this can be obtained via the health visitor or the child’s social worker.
Providing culturally varied meals can be an interesting experience for all the family and can help
encourage all children to try different foods.
Here are some suggested "ground rules" to make sure that eating is a pleasant experience for
everyone in the family:
G Make mealtimes a pleasant sociable occasion when adults and children can eat together.
G Encourage independence of choice and allow children to feed themselves as soon as possible.
G Take into account a child's food likes and dislikes.
G Never force a child to eat, or trick them into eating more when they say they have had enough.
G Try not to give sweets and crisps as in-between snacks, try fruit as a substitute.
WS097 / Edition 5 / March 2009
140
West Sussex children’s social care
Foster Carers’ Handbook
G
Remember that appetites and tastes differ.
G Do not automatically expect the same manners, children learn by example and it is easier on
everyone to reward good behaviour.
G Try not to express your own dislikes about food in front of children, it often puts them off trying
something new.
When it comes to buying, storing, preparing and cooking food there is no shortage of information
about these subjects. Useful information is provided in a booklet entitled "A Guide to Healthy Eating"
which can be obtained from your local Area Health Authority.
As a child grows up and moves into adolescence, food may again emerge as an issue. Giving a choice
is even more important along with opportunities to prepare meals. Of course providing a choice of
food can be expensive and time consuming, but young people need to learn about budgeting as part
of their preparation for independence. Choice for them in this case includes not only what they eat
but also how much they can afford.
G Provide meals which have more fibre-rich foods
G Provide plenty of fresh vegetables and fruit
Food safety and hygiene
The ten main reasons for food poisoning are these:
1. Food prepared too far in advance and stored at room temperature - Remember always store
food in a refrigerator.
2. Cooling food too slowly before refrigeration
3. Not reheating food to high enough temperature to destroy food poisoning bacteria.
4. Using cooked food contaminated with food poisoning bacteria.
5. Undercooking.
6. Not thawing frozen poultry for long enough,
7. Infected (dirty) food handlers
8. Cross contamination from raw food to cooked food (i.e. blood from a defrosting chicken
dripping onto cooked food).
9. Keeping food hot. It should be kept above 63 degrees centigrade.
10. Use of left-overs.
Good food safety therefore depends on good standards of personal hygiene and proper storage and
preparation of food.
G Take chilled or frozen food home as quickly as possible.
G Keep your fridge/freezer at the correct temperature, buy a fridge thermometer.
G Cook food thoroughly.
G Do not eat raw eggs
G Observe microwave-standing times.
G Raw food, particularly meet and poultry should be kept below cooked food in the refrigerator.
G Check "use by" dates on goods, and use food within the recommended period.
G Do not reheat food more than once.
G Keep pets out of the kitchen and wash hands after handling pets.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
G
G
141
Keep your kitchen clean and dry, wash and dry utensils between preparation stages.
Always wash your hands with hot soapy water before preparing food.
Menstruation
Many young girls will start their periods at 10 or 11 years of age, others will start later. Whenever it is
they need to be prepared, both physically and mentally. They need to know about:
G sanitary towels and tampons - they should always have a packet stored in their bedroom so
they are ready for the start of their periods.
G period pains
G vaginal discharge that starts sometime before their periods begin
G the many bodily changes that will be occurring at that time
Foster carers must help them to look forward to this new phase in their life. There are many myths
and different beliefs surrounding puberty both from a cultural and religious point of view, and foster
carers may need to get extra advice.
Personal hygiene
Foster carers must make sure children know about the need to wash thoroughly, and also to wash
their hands after using the toilet. Changing into clean clothes regularly is essential. Children also need
to be told of the consequences if they do not! With the changes that take place in both boys and girls
during puberty it is particularly important that personal hygiene is stressed.
Death of a foster child
In the event of the death of a foster child in their care, the foster carers will need to be clear about
who they should inform and what action they should take. The following procedures are designed to
help at a time when everyone may be confused and distressed.
1. Contact the relevant emergency services: doctor, ambulance, and police. Dependent upon the
action they take, ensure that you know where the child is being taken.
2. Immediately notify the child's social worker by speaking to them personally. If they are not
available speak to their supervisor or a Duty Officer. Do not leave a message - insist on speaking
to someone as a matter of urgency.
3. If the death occurs out of normal working hours you should immediately notify the 24 hour
Emergency Out –of-Hours Service: 01903 69442
4. The Social Worker will take responsibility for informing the child's parents and anyone with
parental responsibility. They will also notify senior management.
5. The social worker will discuss with the parents the arrangements they wish to make about the
funeral. Following the death of a child any legal order on that child is no longer in place and the
responsibility returns to the parents. This is a distressing time and sometimes parents and carers
can disagree about funeral arrangements. It is the parents right to make decisions on these
matters.
6. Depending upon the parents wishes, you may be involved in the arrangements for the funeral.
WS097 / Edition 5 / March 2009
142
West Sussex children’s social care
Foster Carers’ Handbook
7. The Department will make a worker available to offer you and your family support and keep
you informed of the procedures and the arrangements. This will usually be your
support/supervising worker.
8. The Department has a legal responsibility to inform the Secretary of State in writing of the
child's death. They may request further information, and it may be necessary to conduct a
formal review of events before the child's death.
9. In the event of a sudden death there is likely to be an inquest, to which the foster carer may be
required to attend.
The United Care Association can give advice and support at a time like this.
Telephone: Susie Pickett on 01903 879211
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
143
Section 12
Educational needs
The national foster care standard 11
1. The social work department and the education authority give high priority to promoting both
continuity and quality of education for each child and providing any professional support or
extra tuition necessary.
2. Assessments, Care Plans and reviews consider and record the child’s educational needs,
appropriate educational attainment targets and progress.
3. The education authority and social work department plan jointly for the education of each
child, in foster care.
4. The roles of the child’s social worker, foster carer and parent in promoting the child’s education
are clearly defined in the placement agreement; individual responsibility is clearly assigned and
accepted for all contact with the school.
5. The foster home provides an environment in which education and learning are valued: the
foster carer establishes (with the support of the authority) an expectation of regular attendance
at school, and supports the child's full participation through provision of necessary uniform and
equipment, support for completion of homework, and financial and other support for attending
school trips and after school activities.
6. Appropriate education personnel are notified of a child’s foster placement and are invited to
contribute to the assessment, planning and review process.
7. Information systems are maintained by the authority for recording the educational attainments
of each child both at and after her or his placement in foster care; these statistics are recorded
with details of the child's ethnic origin, gender and any disability and the data is analysed and
used to inform strategies to improve educational outcomes for children who are fostered.
8. The authority ensures that the education and social development of each pre-school child in
foster care is stimulated through attendance at playgroup or nursery school.
9. The authority provides access for each young person in foster care to opportunities for further
or higher education, vocational training and employment.
10. The child’s social worker, in consultation with the carer, ensures that any bullying or abuse
suffered at school by a child is brought to the attention of the school without delay; an effective
plan for tackling it is agreed and recorded on the case file.
11. The social work department and the education authority have procedures in place to ensure
immediate notification of exclusion from school of a child in foster care to the child's social
worker, foster carer and parent/s (where appropriate); joint procedures exist to provide
alternative education immediately and to promote the child's return to school as soon us
possible.
12. Each child excluded from school has her or his needs assessed by her or his social worker;
procedures are in place to provide the child and her or his carer with the support required to
maintain the placement and address the child’s educational needs.
WS097 / Edition 5 / March 2009
144
West Sussex children’s social care
Foster Carers’ Handbook
Meeting the standards
In West Sussex, the Foster Care Service gives a high priority to helping foster carers to support a
child’s education needs.
Foster carers are required to supply information about the children’s educational needs and progress
for the planning and review process, and the family placement social worker will help the foster carer
to feed into, and contribute to the delivery of, any personal education plan (PEP). The foster carer’s
role in school contact e.g. parent’s evenings, open days, discussions with teachers, is clearly laid out in
the placement agreement.
The Foster Care Service expects foster carers provide an environment in which education and
learning are valued and that the foster carer establishes an expectation of regular attendance at
school. Foster carers should support the child’s full participation through provision of necessary
uniform and equipment, provide support for completion of homework and encourage attendance on
school trips and after school activities.
The social worker for the child makes clear her or his expectations (in relation to school-day
responsibilities) of foster carers and the arrangements that will be put in place when any child in their
care is excluded from school.
School and education
The National Curriculum has set down a whole set of guidelines so that parents, foster carers, and
social workers can know what a child will be taught, and what he/she should know at a given age.
The looked after children education team
The Looked After Children Education Team is composed of experienced teachers who work to raise
the educational attainment of young people in public care.
The key aim of the team is to work with colleagues from Education and Children’s social care services
in promoting effective practice and to ensure the best possible educational outcomes for these
pupils.
The work of the team involves:
G
G
G
G
G
G
G
Pupil focused casework
Support of designated teachers for looked after children
Projects to raise the educational attainment of looked after children
Maintaining a database
Acting as designated advisory teachers for social services localities and residential children’s
units
Advice/consultancy with foster carers, other LEA staff and other corporate parents
Training of corporate parents
A child can be referred to the Looked After Children Education Team by:
G
G
G
Parents/Foster Carers
Residential Care Staff
Education Welfare Officers
WS097 / Edition 5 / March 2009
G
G
Education Officers
Social Workers
West Sussex children’s social care
Foster Carers’ Handbook
145
The LAC Education team has produced a guide entitled Education Matters to their service as well as
guidance on other aspects of the education service, definitions and a whole array of helpful advice.
This document is reproduced in full as Appendix 8 of this handbook and should be used as guidance
as to the Authority’s position in relation to all fostered school age children.
Which school?
This is a matter of careful discussion between the foster carers, the child's social worker and the
child's parents, and there are many things to take into account and different needs to be balanced.
If it is possible and appropriate for the child to continue attending the school they attended when
they were at home, or where they were before, this may cause the least disruption and therefore
prove to be the best alternative, especially if the placement is short term.
If the foster carers’ home is too far away from the child's original home then the child may need to
attend school local to the foster carer. Home or away, the foster carer will be responsible for taking
and collecting the child unless there is an exceptional reason why this cannot be managed.
When foster carers register the child at a school they should tell the school that they are the foster
carer and tell the school the name of the child’s social worker and how they can be contacted, and
also that West Sussex is the responsible local authority.
However, foster carers will be the person to have regular, personal contact with the school, once the
child is attending and school staff can be more helpful and sympathetic to the child if they have
sufficient information. What represents "sufficient information" is a difficult balance and as changes in
the child's legal status and family situation occur, foster carers may need to check with the child's
social worker about how information should be shared with the school.
If foster carers are looking after a child from a different ethnic minority, they should pay attention to
what specialised opportunities may be available to them, and to their individual needs.
Finance
Foster carers are expected to pay for activities, bus fares, bus passes, school lunches, school trips etc,
out of the All Inclusive Allowance. Only in exceptional circumstances will an extra payment be made.
Pre-school children
There are many activities that foster carers can do with children pre-school children that will help
them to develop physically, emotionally, socially and mentally:
Physically - ensure the child:
G
G
G
G
G
G
gets a well balanced diet
has regular sleep
has plenty of exercise
has a warm, safe environment with regular habits such as mealtimes, bedtimes
is safe from risk of physical harm or extreme stress
lives in an atmosphere that is unpolluted by cigarette smoke
WS097 / Edition 5 / March 2009
146
West Sussex children’s social care
Foster Carers’ Handbook
Emotionally and socially - help the child to experience:
G
G
G
G
G
G
G
G
being with caring adults and other children
physical closeness and affection which in no way abuses a child's trust
routine and flexible caring
the security of belonging
a sense of personal identity and self esteem
feeling valued
being praised for an achievement
problems of anger and to learn self discipline and control of that anger
Intellectually - enable children to:
G
have a wide range of experiences
G visit many different places,
G learn and practise different skills
G set achievable goals
G accept failure as just another of life's experiences
G develop language, communication and motor skills
G learn through play, reading, talking and listening
G join the local library
G have books and newspaper in the home
G learn to use computers together
G check if there is a Toy Library in the area
It is important that these opportunities reflect the mixed ethnic and cultural make up of our society.
Foster carers should try to create an environment in which learning can occur naturally.
Starting school
The following checklists are guides to what children should be able to do by the time they start
school. Some children with special needs may take longer to learn some of these skills. Children will
integrate better if they can master simple tasks and so learn to become a little more independent.
Practical - can the child:
G
G
G
G
G
G
G
G
dress/undress herself/himself including buttons, belts and shoe laces?
hang up her/his clothes?
identify her/his own clothes?
recognise and pack her/his own school bag?
recognise and use her/his own lunch box?
unscrew and tighten her/his drinks bottle and use knife, fork, spoon correctly?
go to the toilet unaided, including redressing?
wash her/his hands properly, so that when they paint at school they can wash all the paint off?
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
G
G
G
G
147
blow her/his noses/have tissues?
dispose of rubbish in a bin?
use hearing aids or inhalers, or care for her/his glasses?
say her/his full name and, as soon as possible, her/his address?
Emotional and social - can the child:
G
sit still for 5 to 10 minutes?
G share and take turns in a game?
G recognise boundaries at home such as switching off the TV when told or going to bed at
suitable bed times?
G listen, understand and reply?
G play alone and with others?
G respect the property of others?
G respect her/his own property?
Sometimes the language/speech of a child is understandable at home but at school a different
language is required. Foster carers need to help the child accordingly.
Managing a change of school
Moving to another home doesn't necessarily mean having to change schools, but sometimes a child
may wish or have to change schools.
If a child has to change schools, how is the new school chosen? There may not be much choice, but if
a new school has to be found the foster carer can go to look round a few schools with the child and
talk to the teachers and pupils. Whether a child can go to the chosen school will depend on a place
being available. Being looked after already increases a child's feeling of difference and isolation.
Foster carers should try to ensure that these feelings will not be increased by their choice of school. It
is extremely important that a change of schools is managed well.
Children may worry about:
G new teachers
G new lessons
G new buildings or classrooms
G new children
G missing old friends
G being youngest instead of oldest
G getting it wrong
G being late
G going to wrong room
G fear of being bullied or belittled
G not making friends
G loss of self esteem
G loss of status
WS097 / Edition 5 / March 2009
148
West Sussex children’s social care
Foster Carers’ Handbook
They may exhibit sleeplessness, dreams/nightmares, naughtiness or endless talking.
Preparation for leaving school
During the young person’s last two years at school, there will be discussions between the child, the
foster carers, the birth parents (if they are involved), LAC Education Team, the school and the social
worker about future jobs and further training.
Higher education and further training
If the young person is able to and wishes to continue their education at college or university they are
encouraged to do so. The child's social worker will assist in the practical arrangements with this. At 16,
and leaving or having left school, the young person may remain living with the foster carers but will
be expected to financially contribute to the foster home. From 18 years old the foster carers will
receive a supported lodgings allowance instead of the fostering allowance. This allowance will affect
any means tested state benefits the foster carers are receiving and be liable for income tax.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
149
Section 13
Preparation for adult life
The national foster care standard 12
1. There is a clear leaving care policy statement which meets statutory requirements, is well
publicised, fully integrated within its children's services plan, and monitored and regularly
reviewed.
2. Each young person preparing to leave foster care is consulted about her or his future and
encouraged to be actively involved in decision-making processes and the implementation of
agreed plans.
3. The Care Plan (the Pathway Plan) for each young person preparing to leave foster care clearly
states the work to be undertaken, by whom and when, with particular reference to the role of
the foster carer in preparing the young person for independent living.
4. Each foster carer receives training and support to enable her or him to provide effective
support and guidance to a young person preparing to leave foster care.
5. Each young person leaving foster care receives a comprehensive, accessible leaving care guide:
this includes details of continued support available.
6. Each young person leaving care is provided with full, clear information on the financial support
available; in the manner of a good parent, the authority ensures that the young person has an
income from appropriate sources sufficient to maintain her/himself within the community.
7. The social work department has effective joint working arrangements with housing agencies,
education, employment and training services and benefit providers to support each young
person leaving care.
8. The needs of each disabled young person leaving foster care are identified, recorded and
addressed in co-operation with appropriate health and education authorities; where
appropriate, particular attention is paid to co-ordinating transition of support and care
provision from children’s to adult services.
9. Each young person leaving foster care for independent living can choose from a range of safe
and affordable accommodation, with support systems where necessary, which takes into
account the young person's individual preferences and need to maintain relationships both
with her or his own family and with foster carers.
10. Financial and other support is made available to each carer able to offer care and support to a
young person they have fostered during the transition to independent living and in the period
immediately after leaving care.
11. The authority monitors and evaluates the outcomes of its leaving care services and applies its
findings to future service planning.
WS097 / Edition 5 / March 2009
150
West Sussex children’s social care
Foster Carers’ Handbook
West Sussex Leaving Care Service
West Sussex County Council has clear written requirements of what is expected of foster carers in
terms of preparing children and young people for leaving care. Foster carers receive training and
support to enable them to provide effective support and guidance to a young person preparing to
leave foster care. Foster carers need to provide all children in their care with age and developmentally
appropriate opportunities for learning independence skills. The young person’s social worker ensures
that each young person preparing to leave foster care is consulted about her/his future and
encouraged to be actively involved in decision making processes and implementation of agreed
plans consistent with the Pathway Plan.
The Leaving Care Service employs social workers, personal advisers and supported lodgings officers
to help practically with accommodation for young people moving towards independence from foster
care. There are also established protocols with other agencies working cooperatively to support care
leavers.
The main provisions of Children (Leaving Care) Act are:
G A duty on local authorities to assess and meet the needs of eligible people aged 16 and 17
years who are in care or care leavers. Wherever the young person lives the duty will rest with the
local authority which looked after the young person to keep in touch with care leavers until
they are at least 21;
G Every eligible young person in care to have, when they turn 16, a comprehensive assessment
and pathway plan drawn up in consultation with their personal advisor mapping out a clear
route to independence;
G Local authorities to provide all eligible 16 to 17 year olds who are in care or care leavers with
personal and practical support to meet their objectives identified in their pathway plans
G Each young person to have a personal advisor who will co-ordinate provision of support and
assistance to meet the needs of the young person. Particular emphasis will be place on helping
the young person into education, training or employment;
G A new financial regime for care leavers to end the confusing present system and ensure they
have comprehensive financial support;
G Continuing assistance for care leavers aged 18-21 especially with education and employment.
Assistance with education or training continues to the end of the agreed programme, even if it
takes someone past the age of 21.
Leaving care team managers:
G
G
Chris Linfield for Crawley, Mid-Sussex and Horsham Localities
Ken Logan for Adur, Worthing, Arun and Chichester Localities
Both managers are available on 01903 839408
How the Leaving Care team works
When your young person is 16 year old, a leaving care worker will usually attend the review to discuss
plans for the future. This might cover where they would like to live, work, study (including
college/university) money, benefits and information about our independent living grant and other
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
151
after care financial support. All young people receive a booklet, "Sorted & Supported", which explains
their rights generally as a care leaver, and a booklet detailing the future financial and practical
support which they can expect from the service.
Young people will have their own Pathway to Independence Plan which the leaving care service and
foster carer will help them put together. The idea of this is to make sure that everyone who is
working with them knows what they would like to do and the part everyone has to play. It also
reminds all involved what the young person is aiming for and what needs to happen next. This is part
of the transition process encouraging the young person to take more responsibility for making their
own realistic decisions and planning for the future.
The personal advisor works in partnership with the young person’s social worker/care manager. The
leaving care service also work closely with Connexions (including Careers), colleges, housing, the
Benefit Agency, and voluntary agencies. The leaving care service provides personal support to
ensure the young people get the best deal possible as they move towards adulthood and
independence.
The personal advisor will stay in touch with the young person, advising and supporting until they are
21 years old (or longer if in further or higher education or they have a disability) The service is
voluntary in that the young person is not obliged to accept the help once they leave care – but
almost everyone is glad to use the support which is offered.
Members of the leaving care service like to involve more young people and carers in the planning of
the service, activities and groups for the future. So if you think you want to be involved or if you have
a question, please contact us!
Good practice guides:
G
G
G
"Preparation for Adult Life" from the Fostering Network
Reference copies available via Family Placement Teams or individual copies from:
Central Books Ltd. 99 Wallis Road, London, E9 5LN.
Telephone : 0845 458 9910 (Mail Order)
Price £12.50 for West Sussex Fostering Network members.
Getting it Right: Good Practice in Leaving Care Resource Pack
Available free from the Department of Health, PO Box 777, London, SE1 6XH.
Children (Leaving Care) Act 2000 regulations and guidance
Available free from the Dept of Health as above and NOT as dry as it sounds – clear and well put
together outlining good practice for everyone involved.
WS097 / Edition 5 / March 2009
152
West Sussex children’s social care
Foster Carers’ Handbook
Leaving home and transitions
Adolescence is a key period of transition. Childhood is seen as a period of dependency on the adult
world - a dependency that is physical, emotional and economic. Adulthood, in contrast, is a period
where we are seen as independent, a state where we can look after ourselves and often have others
who, in turn, are dependent on us. We can see adolescence as a period of transition between these
two key periods of our lives - a time of change as we move from childhood to adulthood.
It is evident that the experience of looked after young people is sometimes very different from the
experience of children and young people cared for within their birth families. They are more likely to
have experienced deprivation, loss and change and less likely to have a positive educational
experience and have secured educational qualifications. Whilst the transition to adulthood may be
difficult for all young people it is likely to be more difficult for care leavers.
We all need to be aware of the excitement and challenge of this transition. It is a crucial period of
personal development and change. During the transition from childhood to adult status we learn
from making mistakes, taking risks and rising to challenges. These opportunities should not be
denied to young people leaving care.
We also need to look at what is at the end of the transition. Whilst we all speak of adulthood as being
a period of independence, this concept is actually not very accurate. In a complex society such as ours
we are all dependent on others. We interact with household members, work colleagues and people in
our communities everyday - inter-dependence is perhaps a more accurate way of describing how we
live.
This transition is a diverse experience for young people depending on their social and educational
background, gender, ethnicity, sexual orientation and so on. We all have unique experiences of the
transition depending on the combination of these factors and how they affect our individual
biography.
Transition implies that leaving care should not be seen as an event - something which happens on a
given day - but rather as a process that takes place over a period of time.
Preparing young people for leaving care
The concept of transition is helpful in preparing young people for leaving care. Young people should
be fully involved in all planning and decision-making which affects them. We should be treating all
young people as people in their own right, active partners in the care process. They need to develop
skills in independence, responsibility and decision making, in order to become successful adults.
At the point of leaving care many young people are trying to make sense of their past and develop a
sense of belonging. Encouraging them to ask to see their social work case files before they leave care
may be very helpful in this process. Young people who are supported in their search for knowledge of
their past and their search for themselves are more likely to manage in adult life confidently and
assertively.
Black and Asian young people, and young people from other ethnic minority groups require
particular interventions to ensure that they build a sense of positive self-esteem.
Such young people who are looked after often find themselves in predominantly white settings. This
may deny them access to positive black images, religious support, cultural support and access to
appropriate food, clothing and so on.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
153
If these young people are to gain from their experience of being looked after, they need to
experience positive images of others from a similar culture, and positive contacts with their own
culture. Young people from mixed racial backgrounds have particular needs in relation to their dual
heritage that need to be carefully addressed.
Young people with disabilities also require positive images - membership of groups and the use of
positive images may be important here.
Care practices and resources should ensure that young people with disabilities are able to participate
fully. Young people should also be encouraged to be positive about their sexual identity. Social
workers and foster carers need to ensure that young people have access to information and advice
about sexuality.
Care practices should promote contact between young people and their families, neighbourhoods
and friends. About 1/6 of young people return to their families on leaving care and 4/5 maintain
some contact with their families on leaving care. Family contacts are crucial in order for support and
identity networks to be maintained. Some young people experience no contact with their family,
have few friends and experience loneliness and isolation.
Young people should be supported in developing life skills: self-care; practical skills; interpersonal
skills. This may mean a progressive change in how the foster carer uses the All-Inclusive Fostering
allowance to increase the young person’s responsibility for self-care.
For many looked after young people there has not been gradual assimilation of skills throughout
childhood. They may struggle with these skills and so need the support and assistance of their social
workers and foster carers.
The preparation for young people to leave care/accommodation should begin early on. In the years
leading up to the young person's 18th birthday he/she needs to be prepared for independent living.
The checklists below gives an indication of the sorts of skills areas required for independence.
General
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
how to shop for, prepare and cook food
maintain a balanced diet
undertake laundry, ironing, sewing and mending and other housekeeping skills
how to carry out basic household jobs such as changing plugs, light bulbs and tap washers
safety in the home and first aid
household budgeting including the matching of expenditure to income, the regular payment
of bills and avoidance of the excessive use of credit.
maintaining fitness, health and personal hygiene
knowledge of sexual matters including contraception and preparation for parenthood
applying for and being interviewed for a job
knowledge of the rights and responsibilities of being an employee
applying for a course of education or training
applying for social security benefits
applying for housing and locating and maintaining it
registering with a doctor, dentist and optician
knowledge of emergency services (fire, police, ambulance)
finding and using community services and resources
WS097 / Edition 5 / March 2009
154
G
G
G
G
G
G
West Sussex children’s social care
Foster Carers’ Handbook
contacting West Sussex County Council and other caring agencies
contacting organisations and groups set up to help young people who are, or have been, in care
the role of advice agencies such as the Citizens Advice Bureau, local councillors and MPs
how to write a letter of (a) complaint; (b) to obtain advice.
making relationships
keeping safe their birth certificate, national insurance number, NHS card and other important
documents.
Emotional preparations
G
G
G
G
G
G
G
Help to explore feelings about moving on - positive and negative.
Feelings about identity.
Feelings about transition from being a young person dependent on others to being more
responsible for their actions.
Feelings about family and relationships and support networks.
Where can they go/where can they receive support in times of crisis?
Continuation of therapy/counselling if applicable.
Recognition of ongoing unresolved issues.
Emotional skills
G
G
G
Assertiveness
Stress management
General coping mechanisms
Self care skills and the care of a dependent child
G
Can this young person provide adequate care for a dependent child whilst living on their own
in a flat?
G Do they understand and practise basic childcare to aid the child's physical development?
G What support networks do they have to provide continual emotional and practical support?
G What support networks do they have to provide assistance in times of crisis?
G Is there someone who can offer help with childminding?
Preparation should be seen as a process that takes place throughout the care experience of the
young person. We cannot think about leaving care, preparation and after care without reflecting on
the impact of the entire care experience. A worker from the West Sussex County Council’s Leaving
Care Team will attend the reviews of all young people aged 16 to ensure that preparation for
independence is being made.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
155
Moving on
Foster placements can end for a number of different reasons. Most placements end positively and in a
planned way with the child returning to the parents or moving into independence or to a long-term
placement.
In these instances the plan for ending the placement will usually be discussed at the child's statutory
review, so that all the significant people are aware of the plan and have the chance to comment on it.
If the child is moving to a new placement, careful preparation will be needed and the foster carer will
have a significant contribution to make in this process.
The Authority is under a duty to terminate a placement if they consider it is no longer safeguarding
or promoting the child's welfare.
Permanency planning for children
It is vital that children do not spend long periods of time in short term foster care without firm plans
being made for where they will live permanently. Decisions need to be made in a timely way as to:
G return to their family
G move to a member of the child's own extended family or close family friend
G adoption
G permanence through long-term fostering or residence order.
If the plan is for a permanent family outside their birth family, the plan will be presented to the Foster
or Adoption Panel. An assessment report is written about the child using the BAAF Form E. It
necessary that foster carers contribute to this assessment report as they are able to give details about
the child including their routines, likes, dislikes etc.
The child's will be referred to either a fostering or adoption team, and a social worker will be allocated
from that team, to work with the social worker to identify an alternative family for the child.
Decisions as to permanence will usually be made at a LAC review to which the foster carer and their
family placement social worker will be invited. Foster carers input into this discussion is vital.
The National Adoption Standards set time limits for West Sussex County Council to develop a
permanency plan for children in their care. This means that there should be a plan for the child four
months after they have been looked after. These plans will be discussed during the child's LAC
Review.
Matching
In order to identify a family or families for a child, the social workers will compile a BAAF Form E to
identify the history, needs, matching considerations and wishes of the child.
The social worker will draw up a profile of the child, may advertise locally or nationally and when
potential families are identified, will visit the families to ascertain their suitability. A decision will then
be made between the child’s social worker and member of the adoption team or fostering team
(depending on the plan) and their respective managers as to the suitability of the match. This match
will then be put to the relevant adoption or foster panel for a recommendation.
WS097 / Edition 5 / March 2009
156
West Sussex children’s social care
Foster Carers’ Handbook
Introductions
If the match between the child and the new family is agreed by the fostering or adoption panel, a
meeting will be held to plan the introductions between the child and their new family.
The social workers will discuss the needs of the child with the foster carers before the meeting so that
they are well prepared.
The length of time that the introductions take will depend on the age and the circumstances of the
child. There are no absolute rules to this as the process needs to be responsive to the individual needs
of the child.
The introductions may be a stressful time for all involved. Foster carers may be anxious about how the
child will respond to their new family and the thought of saying good-bye to a child who has been a
part of the family. The child, who must always be central to this process, may be apprehensive (and
excited) about joining a new family and of course the new family members will have their own
emotions about the child joining their family. It is a highly charged time and must be managed
carefully to enable the child say goodbye appropriately as well as transfer their attachments to their
new parents.
As well as managing their own feelings in this process the foster carer will have to help the child
make this transition. It is always important to consider how farewells will be managed and it may well
be that a farewell event or party for the child and the foster family is appropriate. A time will be made
during the introductions for this to take place towards the end of the introductory process.
Contact
The nature of contact will depend on a number of factors such as the age of the child at the time of
permanent placement, the length of time that the child has spent with the foster family, strength and
significance of relationships and so on. It is important for the child to know that their foster carer has
not disappeared and that they are not forgotten. Contact with foster carers is usually encouraged
throughout the remainder of childhood although the details of this will always be determined
according to individual circumstances.
Permanent placements by foster carers
Foster carers will sometimes request that they be considered as adopters for children where adoption
is the plan.
If it is proposed that the current foster carers should be considered as adopters discussions will be
held between all interested parties. The decision will depend on a whole range of factors such as the
age of the child, duration of the placement, contact considerations, circumstances of the foster family,
their capacity to meet the needs of the child into adulthood and so on. If there is a genuine
possibility that the placement would be judged to be in the child’s best interest a further home study
assessment would be completed and presented to the adoption panel for consideration.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
157
Planned goodbyes
The young person may be leaving the placement to move to permanent carers, or to lead their own
independent life, but most children leave care to return to their own families. Foster carers should
bear in mind that it can be very difficult for a child to settle down once more in to their birth family
life. Many things may have changed and they are likely to make comparisons between their birth
family and their foster family.
Excitement and longing to return home or lead a new life will be mixed with regret at leaving the
family whom they have lived with. The foster carers’ most important task here is to reassure the foster
child of their continuing concern and their support of the move.
If from the outset, foster carers have recognised the importance of helping the foster child accept
that one day they will leave, it will make it that much easier for both to undertake the preparations
during the final stages of the placement.
If children are returning to their own parents, foster carers should try to encourage the child to share
with them their hopes and fears about rejoining their family, to rehearse with them some of the
difficulties there might be in managing the homecoming and the ways in which their behaviour and
attitudes might make things easier for themselves and others.
If the young person is leaving to make their own way in the world, their continuing care plan will no
doubt show that they need two essentials: help with the learning of practical and social skills and the
assurance of adequate continuing support. By the day of their departure they should be proficient in
ordinary household talks, managing money, shopping, cooking and laundry; but perhaps more
important than these, they need also to have had some understanding about making friends of their
own age, relating to others asserting their own wishes tactfully but firmly, giving a creditable
performance in interviews and negotiating with such people as landlords and staff from the Benefits
Agency.
How they gain these experiences is a matter that will take considerable time and effort and whilst
foster carers might enlist the help of others, they will need to take the initiative to ensure that it
happens. It is vital that when the young person eventually leaves the foster carer, they do not feel
abandoned. It will help them a great deal if they know there is always a reliable, accessible adult to
whom they can turn for advice. If they know they are welcome to come back to see the foster carer,
and perhaps stay the night occasionally, that will add considerably to their sense of security.
Unplanned removals and disruptions
Section 20(8) of the Children Act allows parents to remove a child from accommodation at any time,
without prior notice (NB this does not include a child who is subject of a care or emergency
protection order or who is subject to police protection). It is hoped that at the placement agreement
meeting a plan would have been agreed about the method of ending the placement. However, there
may be occasions when a parent or someone with parental responsibility decides to remove the child
without prior warning.
The only grounds that foster carers have for preventing the child's removal is reasonable cause to
believe that the child is at risk of significant harm.
In which case they should immediately contact the child’s social worker or emergency duty team
social worker (if out of office hours).
WS097 / Edition 5 / March 2009
158
West Sussex children’s social care
Foster Carers’ Handbook
Foster carers should inform the child’s social worker, or emergency social worker, if the parent
removes the child without notice, even if there are no concerns.
Unplanned goodbyes - disruption
This term refers to what was previously described as "breakdown" but the term "disruption" reflects
more effectively the upheaval, which is experienced by all, concerned and does not have
connotations of issues like "blame" or "failure". Placements rarely disrupt because of one single
incident or person, but more often result from a culmination of a range of incidents and personalities
which prove impossible to contain.
The decision to end a placement in this way is frequently an unhappy experience and blame should
never be an issue. It is, however, worthwhile trying to understand what went wrong, so that things
can be learned for both the child and the foster carers. A disruption meeting to which foster carers
are invited will be held as a matter of course to gain a better understanding as to why the placement
ended. The meeting will consider:
G history of the child's care prior to the request for placement
G identified needs of the child for accommodation or care
G the foster carers approval and skills to meet the child's needs
G the matching and introduction process
G the placement
G the stages of the placement and support given
G the circumstances leading to disruption
G any identified learning processes for the future placement of the child
G the foster carer's wishes for the future.
Whatever the reason for the disruption, foster carers should help the child have positive feelings
about the ending, as the process of leaving is as important as the process of arriving. They should try
to be honest about their feelings whilst reassuring the child that they still care about what happens
to them.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
159
Section 14
Supervision, support, information and advice
for foster carers
The national foster care standard 14
1. The family placement social worker ensures each carer she or he supervises is informed in
writing of, accepts, understands and operates within, all standards, policies and guidance
agreed by the approving authority for the foster care of children.
2. The family placement social worker has primary responsibility for identifying training needs
and opportunities for each carer whom she or he supervises, to provide support to the foster
carers and the foster carers own children and to monitor the quality of care provided by the
foster carers.
3. The agreement between the authority and the carer details normal support available to the
carer and how appropriate 24~hour emergency support can be obtained.
4. Each child’s placement agreement details any extra support available to help the carer meet the
child’s needs and how that support can be obtained.
5. Each carer is visited by or speaks with the family placement social worker - or an alternative
qualified social worker - at least once each month while a child is placed with her or him; the
carer is visited in accordance with statutory provisions with visits including at least one
unannounced visit per year.
6. The family placement social worker ensures adequate time is allocated to meeting with any
sons and daughters of each carer.
7. The authority has a pro-forma for supervisory visits, detailing areas to be covered and recorded
on the carer's file by the family placement social worker; the carer receives a copy of the report
of each supervision meeting.
8. The report of each supervision meeting with the carer records any support or training needs
expressed by the carer, or her or his sons and daughters, or identified by the family placement
social worker, and proposals for meeting these.
9. The carer receives all relevant information and advice about the child's background and history
from the child's social worker to assist the child to reach her or his potential and develop into a
healthy, happy adult; this includes information on the child's health and education, racial,
cultural and religious identity and background and details of any abuse or neglect the child
may have suffered.
10. The Foster carer agreement gives details of insurance and legal liability cover.
11. The carer receives written information on independent support available for her or him from
local carer groups and Fostering Network.
12. The authority encourages and supports carer support networks including the United Foster
Care Association and the use of existing experienced carers in training and supporting new
carers.
WS097 / Edition 5 / March 2009
160
West Sussex children’s social care
Foster Carers’ Handbook
13. Each carer is provided with specific written information on procedures to be followed if an
allegation of abuse or neglect or other complaint is made against her or him; the carer receives
full details of available support and these are also discussed with her or him by the family
placement social worker.
West Sussex children’s social care values and principles
There are three sections – all related but with a separate emphasis and level of application:
1. Common values and principles in relation to children and families (that apply to all services
across West Sussex)
2. Core Values of Children’s social care services .
3. Values and principles of Children's Services
It is an expectation that social workers and foster carers will be familiar with, and work to, these values
and principles.
1. Common values and principles (multi-agency)
Children and families
G
G
G
G
Children in West Sussex should be enabled to live their lives to their full potential, having their
needs met and by being free from neglect, abuse or exploitation. The child's welfare,
development and best interests will be our paramount consideration.
Children should be treated as children first, and, regardless of any special need or disability they
may have, should be enabled to participate in ordinary life.
Parents, carers and the family are, in most circumstances, of central importance to the child's
welfare.
Meeting all the needs of the child is a shared responsibility between parents and service
providers.
Regarding the provision of services
G
G
G
G
G
G
G
Positive regard will be paid to the diverse population of West Sussex. Services will be promoted
which take full account of race, sex, disability, language, religion or ethnic background.
When providing services, account will be taken of the wishes, feelings and views of parents,
carers and particularly the child.
Services will be provided in partnership with children and families. Service providers will share
their particular skills to support and enhance the child's health, welfare and educational
development.
Services will be provided to agreed quality standards.
Services should be easily accessible and child friendly.
Agencies and organisations will co-ordinate their efforts when working with families and
children.
Members of the public should have access to information about the services they are eligible
for and the provision of services generally.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
161
Regarding planning and the development of services:
G Agencies concerned with the well-being and development of children will work together to
add value to each other's contribution.
G Parents, carers and children will have opportunities to influence services and express views
about the way they are delivered.
G Services will be designed and developed on the basis of an assessment and analysis of the
needs of families and children.
G Services will be regularly evaluated to ensure that they are contributing to the aims of each
organisation and the joint goals set out in this plan.
2. Core values of West Sussex children’s social care
G
G
G
G
G
G
G
G
G
G
Service users and carers are central to all our work.
We are committed to joint working across all services.
We are committed to Best Value in all our services based on both quality and cost.
We are committed to equality of opportunity for service users and their carers and staff.
We will encourage new initiatives and support staff where risks need to be taken.
We value performance; staff and managers will be encouraged to learn from all their
experiences and the outcome of their decision making.
All staff are actively valued and provided with opportunities for development.
Training is linked to departmental objectives.
We will behave with openness and honesty in our communications within and outside the
department.
Our core business will be defined and supported by all our planning processes.
3. Values and principles of children’s services
Values and principles concerning children, young people and
their families
G
G
G
G
G
G
A child is an individual with unique needs, vulnerabilities and rights.
Children are deserving of respect, and have a right to protection from neglect, abuse and
exploitation. The wishes and feelings of the child are important.
A child's health and developmental needs must be promoted and safeguarded, in order that
they can live their lives to their full potential.
Age, sex, health, personality, race, culture, and life experiences are all relevant to consideration of
the child's needs.
Security, continuity of relationships, a sense of personal history and identity are basic needs, as
well as physical care and protection from harm.
Children should have involvement in decision making about their lives, as age and
understanding permit.
WS097 / Edition 5 / March 2009
162
G
G
G
G
West Sussex children’s social care
Foster Carers’ Handbook
Children are usually best brought up and cared for by their own families, providing this is
consistent with their welfare.
There are many different patterns of family life and a variety of ways of meeting children's
needs.
Parents and others who care for children are individuals who have needs as well as
responsibilities, and who may need support in bringing up their children.
The interests of the child are usually best served if adults who are involved in their lives work
together in partnership.
Values and principles concerning children's services
G
G
G
G
G
G
G
G
G
The first step, before providing services, is the assessment of need; the services to be provided
must be shaped by what is needed.
The interests of children will be best served by the provision of a range of high quality services.
Partnership with parents and carers is important, supporting and promoting the upbringing of
children within their own families providing this is consistent with their welfare.
There are occasions when the child's interest is in conflict with the actions and interests of
those responsible for caring for the child. In such circumstances, the welfare of the child shall be
the paramount consideration.
Children and families must be treated fairly and without discrimination on the grounds of race,
sex, age, disability, cultural or linguistic background.
The wishes and feelings of the child will be sought, listened to and taken into account.
The involvement of children, parents and care givers in decision making is important.
Services will be provided respectfully and courteously.
When people use services they should have appropriate information and be able to discuss
why certain actions and decisions are taken.
Children with disabilities
G
G
Service provision will be designed to enable and empower children with disabilities to
participate in ordinary life and acquire valued social roles.
It is recognised that services may need to adapt to help children access and use services.
Children who are 'looked after' by West Sussex County Council
Whenever children are away from home, and being 'looked after' by Social Services, responsibility for
their welfare is shared with others who have parental responsibility. The following principles will
guide the work:
G Placements should be planned in partnership with parents and children, so that there is a
shared view of objectives and timescales.
G Being away from home can be an important supplement to or substitute for the usual care
setting, but it may also be a risk to the child's development.
G Placements should be for a short a time as is consistent with the child's welfare.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
G
G
G
G
G
G
G
G
163
In most cases children will be best served by being accommodated as near to their home area,
and normal school, as possible.
Parental responsibility does not cease when a child is looked after away from home. Every effort
and encouragement must be given to ensure parental involvement appropriate to the
circumstances.
Continuity of relationships and attachments are important. Family links and contacts should be
encouraged and maintained appropriately.
Siblings are best looked after together unless there are individual care needs which suggest
separate accommodation.
Children have a right to safe relationships with familiar adults.
Children will have encouragement and support in developmental tasks and in maintaining and
developing self-esteem.
Specific regard will be paid to the health and education of each child looked after;
As young people grow towards adult life, services will support and encourage them to develop
increasing independence.
Children in need of permanent alternative families
In circumstances in which children are unable to return to their birth family, placements will be
considered that can best meet the need for a permanent alternative, including adoption.
Children in trouble
G
G
G
G
Children should be vigorously encouraged and helped not to commit crime.
Every effort should be made to keep children out of the criminal justice system, subject to the
public interest.
Intervention should be the minimum to safeguard the child's interests.
Where children have committed crime, services based in the community will often be
appropriate to prevent and reduce re-offending.
Values and principles concerning the organisation of
Children's Services
G
G
G
G
G
G
G
There will be continuing review of services, in order to maintain and improve the range and
quality of services.
Children are best served by an integrated, co-ordinated and well managed service.
Planning is a key activity for ensuring the care of individual children, and the provision and
development of appropriate services.
Planning for individual children and services will, where appropriate, be carried out cooperatively with other agencies, to facilitate the provision of appropriate services by others.
Service design and resource allocation will be directed to meet assessed high priority needs.
The first priority will be to those who are assessed as having most need, and to provide services
which meet statutory obligations.
It is important to use the resources available in the most effective way possible.
WS097 / Edition 5 / March 2009
164
G
G
G
G
West Sussex children’s social care
Foster Carers’ Handbook
It is important to include in decision making those with the closest working knowledge of the
child and the family.
In carrying out their roles and tasks, staff and carers need high quality support and training.
It is important to know that services are effective. Monitoring and evaluation are important and
require appropriate information systems.
Full account must be taken of complaints and of the outcomes of inspections.
The fostering service
The Fostering Service aims:
Recruitment
G
G
G
Dedicate specialist resources to the continuous recruitment of new foster carers;
Research and employ methods proven to be successful;
Guarantee a speedy response to all enquiries;
Assessment
G
Assess applicants an a fair and thorough way against clear standards and timescales;
Support
G
Provide our foster carers with the best possible support, training, development opportunities,
and remuneration;
Children
G
Seek to provide a range of high quality placements which allow for choice and maximum
flexibility in deployment;
To achieve high quality
G
G
Provide support to carers through contacts and visits, and foster carer reviews;
Ensure statutory visits to children and child care reviews by field social workers and their
managers;
For success
G
G
G
Improve the matching of children’s needs to carers’ skills and abilities;
Seek to increase the availability of foster placements within, or close to West Sussex, to promote
children’s continuing contact with families and access to the County’s own education and
health provisions;
Minimise the use of placements provided by independent sector agencies and will ensure that
those that are used comply with National Standards and contractual requirements.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
165
For permanent placements
G
The successful rehabilitation of children to their families of origin wherever possible – within a
timescale which promotes and protects the welfare of these children;
G The permanent placement of children within kinship networks;
G The granting of Adoption Orders;
G The granting of Residence Orders;
G The placement of children in permanent foster care or long-term residential units (usually only
relevant for older young people looked after)
G Through special "guardianship" when available.
All of the above are options can promote the achievement of positive outcomes for children looked
after.
Service structure
There are three fostering teams, each supporting approximately 150 foster carers. The teams have a
team manager and eight family placement social workers.
The role of the family placement social worker
The role of the family placement social worker is to supervise and assist foster carers in the task of
looking after children placed with them by the local authority.
G This role will be carried out via regular meetings with the carer(s) and, where appropriate, family
members.
G The worker provides a link between the carer West Sussex County Council to ensure that
statutory regulations and agency service standards in relation to foster care policies and
procedures are maintained.
G The family placement social worker will also represent carers' views back to the Department.
G Carers will be assisted by the family placement social worker to identify their skills, strengths
and weaknesses and be encouraged to participate in training and in carers support groups.
G In consultation with the child's social worker, the support/supervising worker will advise and
support the carer in relation to a particular child and/or family situation.
G The support/supervising worker advises and assists foster carers in preparing for reviews,
conferences, giving evidence in court, and any other meetings.
G The family placement social worker will review the approval of carers annually, or at any time
when there has been a significant change of circumstances, in accordance with the Regulations.
G The family placement social worker will advise and assist the carer in recording information
concerning the child in placement, both in terms of care planning and in providing a record for
the child of their time in placement.
G The family placement social worker will negotiate between the foster carer and the child's
social worker where difficulties or misunderstandings arise.
G The family placement social worker will arrange for the provision of equipment as appropriate.
WS097 / Edition 5 / March 2009
166
West Sussex children’s social care
Foster Carers’ Handbook
Who to contact
The teams are located:
G Centenary House, Durrington Lane, Worthing, BN13 2Q.
Tel: 01903 839441 (covering Adur and Worthing Localities)
G Bognor Health Centre, West Street, Bognor Regis, PO21 1UT.
Tel: 01243 852700 (covering Chichester and Arun Localities)
G Harwood House, Kings Road, Horsham RH13 1PR
Tel: 01403 246400 (covering Crawley, Mid-Sussex and Horsham Localities]
Outside of office hours, there is the Out-of-Hours service for emergency situations or to report
missing children. The United Foster Care Association are also contactable and they will be able to
contact a foster care manager if this is necessary.
UFCA helpline: Susie Pickett on 01903 879211
The locality child care teams
The local authority has a legal responsibility to provide and safeguard the welfare of children. Every
child looked after by the department has a social worker who is responsible for planning for the
child's future. The social workers (or care managers) are the other arm of the Children and Families
Service.
The care manager is responsible for working with foster carers to carry out the Care Plan. The sharing
of information is particularly important - about the child, the family, and the foster carer’s doubts
about anything that affects the placement. There are seven children’s care management localities.
Each locality has a locality service manager, child care teams managed by team managers with senior
social work practitioners, social workers and family support workers.
Locality office Phone numbers:
G Crawley 01273 895100
G Mid-Sussex 01444 446100
G Horsham 01403 213100
G Chichester 01243 752999
G Arun 01243 852800
G Worthing 01903 839100
G Adur 01273 268800
Family centres
The Family Centres are provided to offer direct work with families who are experiencing difficulties.
They can also work directly with children in placement.
Leaving care team
The leaving Care Team works with young people aged 16+. It is responsible for after care. It has an
important role in the planning aspect of work with young people accommodated.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
167
Out-of-hours emergency social work service
Foster carers should contact the emergency out of hours service if they feel they have a crisis
situation which West Sussex County Council should know about, and which they feel should not wait
until the next working day. They should also contact the emergency out of hours service and the
police if a child or young person in their care absconds (runs away) or is more that one hour late in
returning home.
Emergency duty social workers are unlikely to have prior knowledge of the child and are therefore
unlikely to offer specific advice on a particular child. They will be able to offer general advice and
support and urgent action until the crisis can be dealt with in the morning by the child's social
worker. Some examples of emergencies are a child running away, a serious accident, illness or death,
trouble with the police or with parents.
Team for unaccompanied asylum seeking children
The Child Asylum Team offers a service to young people who have arrived in the UK with parental
figure immediately available and who need of care and protection.
Child and adolescent mental health service (CAMHS)
Social workers and others within the CAHMS service offer a range of services:
G Advice and consultation to other professionals
G Specialist assessment
G Treatment and intervention with children and young people, and their families
The three way partnership
Foster carers are part of a team of people responsible for the health and well being of looked after
children and young people. This team usually consists of the child's parents and/or other family
members, the foster carer, and the fostering agency. The official representatives of the fostering
agency are social workers.
Foster carer’s role
To be responsible for the care in one's own home of a child or children placed by a local authority,
and to work with the fostering agency and all those involved in helping children fulfil their potential.
Specific responsibilities
1. Caring for children
G
G
G
G
To provide day-to-day care of the children being looked after, having regard to the particular
demands on children separated from their families.
To take part in implementing the child’s care plan, which would include specific tasks, often
including facilitating contact with parents and others who are important to the child.
To promote the healthy growth and development of the child or children, with particular
emphasis on health and on educational achievement.
To ensure that the children being looked after are encouraged in a positive understanding of
their origins, religion and culture.
WS097 / Edition 5 / March 2009
168
G
G
West Sussex children’s social care
Foster Carers’ Handbook
To assist and support parents and other people who are significant in a child's life to sustain and
develop relations with them.
To enable children and young people who are moving on to do so in a positive manner.
2. Providing a safe and caring environment
G
G
G
To ensure that children are kept safe from harm and abuse and that they are how to get help
should anything untoward occur.
To promote the secure attachment of children to adults capable of providing safe and effective
care.
To act as an advocate for each child.
3. Working as part of a team
G
G
G
G
To be part of the agency and work with other agency staff and professionals within agency
guidelines, policies and procedures.
To attend and actively participate in all reviews, family meetings, case conferences and court
hearings as required, and to keep written records of placements and contribute to reports.
To take up appropriate training opportunities and recognise the benefit of continued training.
To deal responsibly with confidential information.
Family placement social workers’ role
Family placement social workers are responsible for managing the fostering resources of their
agency, which means they:
G recruit new foster carers
G carry out assessments of people who have applied to become foster carers
G help foster carers develop their skills by providing them with training
G provide support to carers if they have immediate practical or emotional needs as a result of
fostering
G assess the needs of the foster carer's family and the impact fostering may be having on them,
particularly the carer's own children
G supervise the work of foster carers
G carry out annual reviews with foster carers
G liaise with children's social workers.
Good practice recommendations like the National Standards say that, in order for family placement
social workers to carry out their duties well, there needs to be a system of "individual supervision"
meetings with the foster carers they are responsible for. These meetings will, in turn, help carers carry
out their responsibilities.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
169
Supervision
Many employees have a right to regular meetings with their line manager to discuss how their work
is going, any issues they may need help with and any training or personal development needs.
Extending this principle to foster carers is part of the commitment to creating a full and responsible
partnership between carers and the fostering agency.
Looking after other people's children is such an important and valuable job, and the children and
young people are often vulnerable, so foster carers must be prepared for regular evaluation. And
whilst family placement social workers do not have responsibility for a child in the same way as
children's social workers, they do have to ensure that foster carers are meeting the child's emotional
and physical needs, and providing the child or young person with a safe home.
It can be reassuring to remember that supervision is a two-way process. The family placement social
worker also has responsibilities towards foster carers that he or she should be meeting. Supervision is
an opportunity for foster carers to comment constructively on the service they are receiving from
their fostering agency.
All foster carers have a named family placement social worker allocated to them, and with whom they
meet regularly for supervision.
When and where should supervision take place?
All foster carers have supervision meetings on a regular basis. Where partners are jointly approved as
carers, the meetings should include both wherever possible. When this is not possible the principal
carer should be seen.
Supervision meetings should normally take place at least every six weeks. It is considered good
practice to book meetings in advance, and for these meetings to be given priority by both parties.
Inevitably, there will be occasions when dates have to be changed but this should be avoided
whenever possible. Alternative dates should be set on the occasions when meetings have to be
postponed.
It is important that supervision takes place in an environment which is comfortable for both the
foster carers and their family placement social worker. When possible meetings should happen at a
time and place where interruptions are less likely to happen.
The family placement social worker should fully explain the arrangements for supervision, and ask
the foster carers to sign a supervision contract which specifies:
G the frequency, of meetings
G the duration of meetings
G where the meetings will be held.
What is discussed in supervision meetings?
These are formal meetings, and because both foster carers and family placement social workers need
to use the time effectively, in advance of each meeting they should both agree an agenda of items to
be discussed. Supervision is a two-way process and not the sole responsibility of the social worker.
A typical supervision agenda
1. Minutes and matters arising - from the last supervision meeting.
2. Placement Issues - issues for discussion could include: contact, health, behaviour management,
education, working with the child's social worker, identity issues.
WS097 / Edition 5 / March 2009
170
West Sussex children’s social care
Foster Carers’ Handbook
3. Written Information/documentation - this could be a check that foster carers have received all
the documentation or information they need for any child in their care. Or it could be a check
that foster carers have been given new information relating to fostering.
4. Fostering household issues – any significant issues that are impacting on the rest of the
household? For example financial issues, or issues related to the carers’ own children.
5. Discussion of any other pieces of work that foster carers may have undertaken for the agency help with a recruitment campaign or training session for example.
6. Training, development and support issues – foster carers should have the opportunity to review
any training they have had, any literature they may have been given, videos loaned etc.
7. Care standards - for example, compliance with health and safety procedures. The family
placement social worker will wish to see the foster children’s bedrooms for compliance with
hygiene and cleanliness on at least some of the visits
8. Any other business. Date and time of next supervision meeting.
Supervision should be a supportive and two-way process that aims to:
G monitor the work of the foster carers, and give them appropriate feedback so they can meet the
needs of the children.
G give foster carers the opportunity to raise issues that they feel require action.
G identify any problems or difficulties foster carers may need help to resolve.
G support foster carers by providing advice, or making this available from elsewhere.
G help foster carers and their family cope with the stress of fostering.
G help foster carers develop their skills and knowledge by assessing their training needs and
providing opportunities for further development.
Written records
A written record of discussion at each supervision meeting will be taken.
G They provide foster carers and family placement social workers with a reminder of any
agreements reached or action required and by whom.
G Written records will help monitor a particular situation or difficulty over time. For example,
whether any strategies for helping foster carers cope with difficult behaviour are having an
effect.
G These written records will form the basis for the foster carer’s annual review.
All carers will have annual reviews to assess whether their home, and the care they provide, is still
suitable for fostered children. Like supervision meetings, annual reviews will also give foster carers
the opportunity to comment on the service they have received over the last year. The process of
having regular supervision meetings therefore feeds naturally into the annual review process.
Unannounced visits
Family placement social workers are required to make unannounced visits to foster homes. This is not
to catch them out, but it is a legal requirement, so at least once a year foster carers can expect their
family placement social worker to call round outside of the agreed schedule of meetings. The new
regulations mean that foster carers should understand that they may be interviewed or visited as
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
171
part of the Care Standards Commission’s inspection process. The Commission will be inspecting each
fostering agency, checking for minimum standards and good performance.
Working with a child’s social worker
Children's social workers have a legal duty to make sure that children they are responsible for are
being properly cared for emotionally and physically. They need to check that the child or young
person is receiving appropriate education, is having regular medical checks and that his or her
general welfare is being attended to.
This social worker is also responsible for ensuring that contact is maintained with the child's family
and they will help the family maintain contact with their child.
In order to carry out their responsibilities, the child's social worker will need to visit the foster carer on
a regular basis to observe the child in their home and talk through with them how the placement is
going.
Before the placement
Other than in emergency situations, the child's social worker will meet with the foster carer and the
family placement social worker before the child or young person is placed. This initial meeting is
designed to provide the foster carer, the family placement social worker and social worker with an
opportunity to plan the placement and receive all the information they need about the child or
young person.
In many cases the child, and perhaps also the child's parents, will be able to visit the foster home
before the placement.
The need for information
At the first meeting with the child's social worker, the foster carer should be given full background
information about the child and his or her family. This information is important as it will help to
understand the child's behaviour and manage the placement. Much of this information will be of a
sensitive nature and foster carers will need to keep it confidential.
Foster carers and family placement social workers need to know how the child came into care and
what agreements and arrangements are already in place. Parents whose children are being looked
after at their request retain all parental responsibility, and are able to decide whether or not they wish
their child to continue to be cared for away from their home. The agreement that parents reach with
the agency at the outset will give an indication of arrangements for visits and other contact as well as
the plan for ending the placement.
For those children or young people who are being looked after as a result of a court order, parental
responsibility still remains with their parents, but the local authority will determine how much of that
responsibility can be exercised by the parents.
At this first meeting the foster carers should receive a copy of the placement agreement which sets
out the agency's plan for the child. It will give details of how long the placement is intended to last,
what the arrangements will be for parents to visit and keep in contact with their child, whether there
are any particular aspects of the child's behaviour that foster carers need to observe closely. Foster
carers will be asked to sign to show that they agree to these arrangements.
WS097 / Edition 5 / March 2009
172
West Sussex children’s social care
Foster Carers’ Handbook
The foster carers must keep all documents relating to a particular child securely according to
departmental guidance.
It is important that foster carers understand their own position in relation to the social work
department, the child, and the child's own family. In many circumstances, foster carers will be seen as
acting on behalf of the local authority, and it is for this reason that they need to be clear about the
agreements and arrangements that have been made.
There will be times when the social worker will not know very much about the child or young person,
particularly if the placement results from an emergency. Often, foster carers and family placement
social workers can assist the child’s social worker by being clear about what additional information
would be particularly helpful to them.
It is a foster carer’s right to insist on important information that has implications for the health
and safety of the child or the foster family. e.g. any health problems. So make sure that the child’s
social worker supplies any missing information as quickly as possible.
Regular visits
The frequently and timing of the social worker’s visit will be established early in the placement
planning process. Visits will be worked out to suit the needs of the child and the foster carers which
will to some degree depend on the type of placement and its expected length.
The statutory visiting requirements are that a child or young person is visited by his or her social
worker within one week of placement, and then at intervals of not more than six weeks for the first
year. If the child remains in the placement after that time, visits must not be more than three months
apart. During the course of a placement, the frequency, timing and duration of the social worker's
visits may all vary, depending on how the placement is progressing; any important changes in a
child's life would probably mean more frequent visiting.
Any foster carer or child should feel able to request a visit from the child’s social worker when he
or she feels that it is needed between the arranged times.
The purpose of these regular visits
When visiting the foster carer’s home, the child’s social worker is representing the local authority
which has arranged the placement, and so has a responsibility to make sure that the child or young
person is being well looked after, physically and emotionally.
Because of these responsibilities, there will be aspects of your work that the children's social worker
needs to check, and this needs to be openly acknowledged by everyone.
One of the social worker's other statutory responsibilities is to make time to see the child alone.
Foster carers can help by preparing the child for the visit and by allowing time and space for the child
and the social worker to talk together.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
173
What do foster carers discuss during visits?
The foster carer and the child’s social worker will have significant information to exchange about the
child or young person at every visit. The social worker will keep foster carers up to date on any
developments within the child's family and any legal proceedings. If changes to the placement plan
are being considered, they should be discussed. The child’s social worker will want to hear about the
child's day-to-day progress, and foster carers should keep a written record of this to assist. The social
worker will be particularly interested in the child's reactions to contact with parents, progress at
school, relationships with other children and with the foster carer and their family.
Foster carers spend far more time with the foster child than the social worker does, and are more
likely to receive confidences about the child's state of mind, troubles at school and so on. Experienced
foster carers will be able to judge when a confidence can be respected and when important
information must be shared with the social worker; if in doubt, the social worker should be told - and
the reasons for this explained to the child. Foster carers can discuss this sort of thing with their family
placement social worker.
The child's, or young person's behaviour will probably be discussed at every visit. If foster carers are
experiencing difficulty with the child's behaviour, they should voice any concerns they have, and
shouldn’t feel that they have failed by not being able to cope.
It is the job (the expertise) of both the child’s social worker and the family placement social worker to
recognise the feelings voiced by the foster carer, and to consider what the child's behaviour says
about the child, and what effect it is having on the foster carer and their family. Foster carer’s should
keep a record of such behaviour so that discussions are properly informed.
All those involved in foster care recognise that coping with behaviour problems within the foster
home can be exhausting and traumatic. So in situations where foster carers are coping with difficult
behaviour, it is particularly important that the social workers and the foster carer are able to
communicate well.
For further information about coping with difficult behaviour see Fostering Network’s ‘Signpost’
booklet on ‘Managing Difficult Behaviour’.
If, as a Foster Carer, you feel you're not getting anywhere, ask what further help is available.
Contact arrangements
The majority of children and young people who are fostered will have regular contact with their birth
families. The child’s social worker has the very important role of linking the foster family with the
child's family so as to make these meetings as positive as possible.
Most experienced foster carers will admit to some negative feelings towards a fostered child's parents
at some point in their fostering career. However, foster carers must try to understand the
circumstances of the child's parents and the crucial importance of maintaining contact between
fostered children and their families. Research studies indicate that regular contact between parents
and child, sometimes even if this is apparently upsetting to both, is absolutely vital to the successful
outcome of any plan for re-uniting the child and family. Even where such an outcome is not
envisaged, regular contact ensures that a child has a better knowledge and understanding of his or
her parents.
WS097 / Edition 5 / March 2009
174
West Sussex children’s social care
Foster Carers’ Handbook
If foster carers or family placement social workers have any doubts and worries about contact they
should voice them to the child's social worker. In order to stop contact the local authority would need
to take legal proceedings and is therefore unlikely to be straightforward.
If for any reason foster carers are not happy with the amount or frequency of contact visits they
should raise this with the child’s social worker.
End of a placement
Every placement should end in a planned and considered manner. Even if the placement has gone
badly wrong, the foster carers and the child or young person will feel better if the move is carried out
calmly, giving everyone time to express their feelings. Most placements end happily with the child or
young person returning home, or in some cases moving on to a new permanent family. But, however
the placement finishes, foster carers will experience all sorts of mixed emotions and the social
workers need to allow time for foster carers to talk about how they feel. Foster carers can be helpful
when a child moves on and taking time to plan the actual day of the move is very worthwhile.
The last word
Although foster carers will be working in partnership with children's social workers and family
placement social workers, the relationship in one respect is an unequal one. Final decisions about
children who are fostered ultimately lie with the child's social worker as the person representing the
child's or young person's legal parents. However, all social workers recognise the valuable range of
skills and experience foster carers bring to the fostering partnership. In many cases, foster carers will
have had far more direct experience of looking after children. If the different nature of everyone's
expertise is acknowledged, this will make for a successful working partnership. And a good working
partnership will make all the difference to the success of a placement and ultimately to the future of a
child or young person who is fostered.
United Foster Care Association
The Association represents foster carers and is not part of West Sussex County Council. The
Association offers:
1. Telephone Support line. A Foster carer can telephone at any time with any worries/problems, or
quires. The Support line has out of hour’s access to family placement team managers when
required.
2. Individual Help and Representation. If a carer has a grievance with the West Sussex County
Council the Association can work as a mediator, this can take the form of:
a. Speaking with family placement social workers/team managers.
b. Requesting meetings with all concerned.
c. Attending annual reviews and conduct panels.
d. Writing letters and reports.
To obtain any of these services contact can be made by telephone to any member of the United
Foster Care Association Committee.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
175
Section 15
Training of foster carers
The national foster care standard 15
1. The authority has a clear and adequately resourced management plan, derived from child care
policy and practice and regularly informed by available research, for the training and
development of each approved foster carer.
2. Foster carer training is integrated within the relevant authority training programme and
includes opportunities for joint training with social workers and residential care staff.
3. Pre-approval and induction training for each carer includes opportunities for the carer to
benefit from the experience and knowledge of existing carers and contact and involvement
with children who are, or have been, in foster care (provided that appropriate measures to
safeguard the children are in place).
4. The content of foster carer training programme reflects the appropriate National/Scottish
Vocational Qualification competencies.
5. All training fits within a framework of equal opportunities, anti-discriminatory and antisectarian practice.
6. Each foster carer is trained in identified key areas prior to any child being placed in her or his
home.
7. Where two adults in one household are approved as joint carers, both successfully complete all
mandatory training.
8. Each foster carer has a written training profile detailing all training undertaken and future
training it needs.
9. Each foster carer's annual review includes an appraisal of training and development needs,
documented in the review report.
10. Training is organised to encourage and facilitate attendance by foster carers, including
convenient times and venues, provision of child care and payment of reasonable expenses.
11. The content and delivery of training for foster carers is reviewed and evaluated annually
against identified training needs, good practice and research findings, with the participation of
carers.
12. Specific consideration is given by the authority, to any training needs of the sons and
daughters of foster carers.
13. Each foster carer is provided with the training necessary to equip her or him with the skills and
knowledge to provide high quality care for each child or young person placed in her or his care.
WS097 / Edition 5 / March 2009
176
West Sussex children’s social care
Foster Carers’ Handbook
Training programmes for social workers
Residential staff, family placements social workers, and care managers are encouraged to participate
in the training programme for foster carers (see Training programmes for foster carers).
Training calendar for foster carers
The Training Calendar, which gives details of events is published each year in April, and then sent to
all foster carers. Courses are added to and adapted each year to meet changing requirements.
Foster carers are also able to participate in some specific training courses arranged through the
Department’s staff training programme.
Recruitment, assessment and approval of applicants is currently completed using a combination of
the competency framework as set out by the Fostering Network and BAAF’s Form F (British Agencies
for Adoption and Fostering).
Service delivery for the recruitment, support, training and remuneration of foster carers is measured
against the UK National Standards, which are linked to the National Occupational Standards and NVQ.
These standards are intended to improve the experiences and outcomes for children looked after. To
enable foster carers to become knowledgeable, confident and competent practitioners, the training
programme encompasses the Governments objectives for children, better known now as "Quality
Protects".
The planned programme recognises that the nature and demands of the Foster Care Service is
changing to a more professional service to take accounts of the complex needs of children looked
after and their families.
Foster carer development pathway
The development pathway links training and skills / knowledge / attitudes to the different
accreditation levels.
Moving through the Levels depends on:
G The carer evidencing the knowledge and skills they have and the attitudes they hold. Family
placement social workers can help foster carers with this. (Refer to Tasks/Skills Profile included
in Appendix 9)
G The training that the carer has completed.
G A vacancy being available at that level.
The process is as follows:
G When a carer seeks to move from one level to another, their application (portfolio) will be
presented to the County Fostering Accreditation Panel.
G Application forms are available from the Foster Care Service Manager.
G The panel will consider in all cases:
a) the carers application form and the carers last annual review
b) written comments from the carers family placement social worker and team manager
c) any additional evidence submitted by carers or the department.
G Carers are not invited to present personally at panel.
G If panel considers any further evidence is necessary it will specify what is required.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
177
G
If there are no vacancies at the level the carer has applied for their name will be put onto a
waiting list and brought to the County Fostering Accreditation Panel, with any others when a
vacancy occurs.
The composition of the County Fostering Accreditation Panel is as follows:
G Foster Care Service Manager
G Training and Development Manager
G Independent Chair of Foster Panels
G Two WSCC Foster Carers (one at Level IV, one representing UFCA)
G Three Family Placement Staff (one from each Fostering Team)
G One Locality Team Manager - Child Care.
The training / accreditation pathway for both new and existing carers has been developed to provide
structured training and a career pathway for all carers who are approved foster carers for West Sussex
County Council.
The representation process
1. The first line of representation is to write to the Chair of the County Fostering Accreditation
Panel, setting out the basis of the applicant's case within 21 days of the date of the letter setting
out the County Fostering Accreditation Panel's decision. This will be set before the next
meeting of the County Fostering Accreditation Panel who will review their decision in the light
of these representations. The outcome will be conveyed to the carer within 7 working days of
the panel meeting.
2. If the carer is dissatisfied with outcome 1 above the carer has a right of representation to the
Head of Children's Services. This again should be set out, in writing, within 21 days of the date
of the response from the Accreditation Panel Chair.
3. The Head of Children's Services will arrange for an impartial review of the circumstances within
28 days by a person/persons who have no vested interest in the outcome.
4. The Reviewer/Review Group will undertake their task as quickly as possible whilst ensuring the
review is conducted to a satisfactory level of thoroughness. The Reviewer/Review Group will
report their recommendations to the Head of Children's Provider Services.
5. If the Head of Children's Services is unable to implement the full recommendations of the
Reviewer / Review Group, then the file will be referred to the Department's Complaints and
Representations Officer for discussion with the Executive Director, Adults and Children. The
outcome of this will be conveyed to the applicant in writing.
The Code of Practice states: "Some carers may need encouragement in order to see the need to
update their knowledge and skills. Others may be apprehensive about participating or lack of
confidence in their communication skills. Persuasion may be needed that the training is necessary
and relevant. Training needs should be identified in the course of supervision and during annual
reviews. Where this has not been done on a regular basis, there should be an initial audit of training
needs of those who have been fostering for more than five years, so that any backlog of needs can be
identified and plans made to rectify them".
WS097 / Edition 5 / March 2009
178
West Sussex children’s social care
Foster Carers’ Handbook
Parameters
Carers Approved After 1st October 1999: For these carers this pathway will be conscientiously
applied.
Carers Approved Before 1st October 1999: For these carers there may be some element of
discretion applied to Level I and II courses depending upon individual circumstances. Such
exceptions will need to be agreed by the County Fostering Accreditation Panel who will operate to
the recommendations and spirit of the UK National Standards for Foster Care.
The approval process
This includes preparation course, 'Choosing to Foster', and the foster carer’s assessment. This is then
presented to the Foster Panel for their consideration. If approved, foster carers will then be appointed
to Level I.
Level 1 courses
The Training Group has undertaken a review of the programme and has introduced some changes for
2002/2003 in order that we meet the new national requirements.
Looked After Children – principles into practice
This has been extended from 1 day to 2 days to enable content on personal education plans, care
management, complaints and advocacy to be covered.
Carers who have previously attended the one day LAC - framework and materials course, need not
attend, unless they wish to do so, in which case they would have to do both days.
Children's Identity
This is a new 2-day course, which incorporates child development, attachment, separation and loss,
and principles of collating a lifestory book. Carers who have previously attended the 'In Touch with
Children' course need not attend.
Personal Relationships and Sexual Health
This one-day course has been moved to Level II.
There is no particular order for undertaking the foundation courses for Level 1. They are all of equal
importance and value.
The Training Group wishes to acknowledge that moving the 'goal posts' on the five foundation
courses is likely to be frustrating to those carers who are working their way through these courses
with a view to seeking accreditation to Level II. In recognition of this, for this year 2002/2003 only,
Level I carers who have completed five foundation courses, including Personal Relationships and
Sexual Health, can submit an application for accreditation to Level II. Any carer upgraded under this
one-year only rule, will be expected to undertake the Children's Identity course within 12 months of
accreditation to Level II.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
179
Under the new regulations, where two adults in one household are approved as joint carers, both
must successfully complete all mandatory training. Each foster carer is trained in identified key areas
prior to any child being placed in his or her home. The Training Group is looking at the implications of
this requirement and it is likely that we will have to introduce changes during this current year. It is
more likely that this requirement will be applied to foster carers appointed from a future date.
However, in the spirit of the regulation we continue to recommend and encourage all approved
foster carers to undertake the foundation courses.
Level 2 courses
Personal Relationships and Sexual Health
As mentioned previously this course has been moved to Level II. Carers, who have previously
attended it at Level I, need not re-apply.
Witnessing Skills
Has become an optional course. Appropriate to carers working with children subject to Care
Proceedings.
Foster carers can apply for NVQ if they so wish, before applying / completing Level II courses. All courses
at Level I and II are linked to the underpinning knowledge required for the NVQ in Caring for Children
and Young People Level 3.
Level 3 courses
The course "In Touch with Children" (5 days) is mandatory and should be completed by the carer with
the NVQ within 18 months of attaining Level III.
If carers wish to remain at Level III, they will be assessed by the County Fostering Accreditation Panel
every three years on evidence of work produced that meets the standard and performance criteria at
this accreditation level.
If carers wish to progress to Level IV, the foster carer must complete two practical in depth examples
of work on fostering and undertake further training.
In depth work
Carers will need to complete two in-depth examples of work, one on the fostering role, the other an
example of direct work with children. It will be the responsibility of the foster carer to demonstrate
their ability and knowledge. This will be from practical experience and the examples of work must
show that the foster carer has done this work and how they did it. Examples could include reports,
testimonials and statements from people who have observed the work e.g., social workers, family
placement social workers, child/child's family. It must be new work undertaken since achieving an
NVQ.
Once completed foster carers may apply for Level IV
WS097 / Edition 5 / March 2009
180
West Sussex children’s social care
Foster Carers’ Handbook
Level 4 assessments
Foster carers will be assessed every three years on evidence of work produced that meets the
standards and performance criteria at this accreditation level.
Some general points for all carers
First aid course
All approved foster carers are required to hold a valid first aid certificate. For first aid certificates to
remain valid, they must be updated every 3 years.
Control and restraint
The Department is working on its policy and procedures guidance on the Control and Restraint of
Children and Young People, Looked After by West Sussex County Council in foster placements. When
agreed the Training Group will look at the training implications and you will be circulated at a later
stage with details of courses likely to commence in Autumn 2002.
Flexibility to attend a course outside an accreditation level
Inevitably there will be instances where it is appropriate for a carer to attend a course outside their
accreditation level. Such examples might include a Level I carer who is caring for a sexually abused
child, or a carer who is working extremely hard to contain a placement due to difficult behaviour, and
attendance on the Avoidance and Diffusion of Challenging Behaviour course might just make the
difference in sustaining the placement. Out of level courses will be accessed on recommendation of
FPSW/Team Manager.
Failure to complete courses
If carers fail to complete mandatory courses within the stated timescale an explanation will be sought
from them and their circumstances will be referred to the County Fostering Accreditation Panel. This
Panel will make decisions and specific recommendations regarding their accreditation and approval
status as a foster carer.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
181
West Sussex development pathway – approval process
•
•
APPROVAL AS
FOSTER CARER
(LEVEL 1)
To locality Fostering
Complete within 2 years
of approval
Preparation and
Assessment
Choosing to Foster
Foundation Courses
• First Aid
• Child protection
• Personal Relationships
and Sexual Health
• Looked after children
• Record Keeping
It is manatory for all
approved carers in the
household to attend First
Aid course ideally within
6 months of approval
It is mandatory for the
primary approved carer
to attend these courses
and highly recommended
for other approved
courses.
APPLICATION FOR LEVEL II
County Fostering
Acceditation Panel
Within 2 years of
appointment to Level II
Any time at Level II
APPOINTMENT TO LEVEL II
•
•
•
•
Avoidance and
Diffusion of
Challenging Behaviour
Children’s Identity
Witnessing Skills
Working with Children
and Young People
who have been
Sexually Abused
It is desirable for all
approved carers to attend
these courses
Can apply for NVQ,
Children and Young
People, Level 3
NVQ obtained
WS097 / Edition 5 / March 2009
182
West Sussex children’s social care
Foster Carers’ Handbook
APPLICATION FOR LEVEL II
County Fostering
Acceditation Panel
APPOINTMENT TO LEVEL II
In Touch with
Children
Within 18 months of
appointment to Level III
Reassessment of Level III
status based on evidence
produced that meets the
standards and
performance criteria at
this accreditation
level
If seeking to apply for
Level IV
Child Care Route:
1. Complete an in-depth
study on your area of
specialism/ interest
2. Complete a piece of
work on 3 examples of
practice.
3. Undertake a
substantive course on
child care or achieve a
total of 5 points by
attending a range of
shorter courses.
APPLICATION FOR LEVEL IV
County Fostering
Acceditation Panel
Every 3 years
WS097 / Edition 5 / March 2009
APPOINTMENT TO LEVEL IV
Reassessment based on
evidence produced that
meets the standards and
performance criteria at
this accreditation level.
Mandatory for Carers
Appointed to Level III
West Sussex children’s social care
Foster Carers’ Handbook
183
Section 16
Annual reviews with carers
The national foster care standard 16
1. There is an agreed format for the review which incorporates both the assessed performance of
the carer and the carer’s assessment of the quality of service and support provided by the
authority, as well as any required updates of statutory checks.
2. A review report is compiled by the supervising social worker, incorporating the written views of
each social worker responsible for any child placed in the foster home since the last review, the
views of children who are fostered and their parents where appropriate, and the views of the
carer, her or his sons and daughters and any other household members.
3. The review report includes an action plan for the next twelve months, identified training and
support needs of the carer and a recommendation regarding continued approval of the carer,
and the numbers and ages of children for whom she or he is approved.
4. The carer has the opportunity to read the review report and to contribute her or his own
written comments.
5. The review includes repeats of all statutory checks and references for the carer at least once
every three years.
6. A review meeting is held that includes the carer and supervising social worker, and is chaired by
an appropriate third-party, who can form an independent judgement and is knowledgeable
about foster care.
7. And where necessary, the carer is supported to play a full part in the review through provision
of disabled access, translation and interpreting facilities.
8. Each annual review of a carer requires the endorsement of the fostering panel; where there is
any change in the circumstances of the carer, or the outcome of the review is a
recommendation for change or termination of approval, a recommendation or decision is
reached by the panel and the carer has the right to put her or his view to the panel meeting.
9. The carer receives written notification of the outcome of the review and the reasons for it,
together with details of any appeal or complaints procedure.
10. The report of the review meeting and its outcome are recorded on the carers file, together with
any relevant comments or objections from the carer
11. An additional review is held following any significant incidents, complaints or if there have been
allegations of abuse or neglect.
A joint review is conducted with each carer at least once a year in a manner that satisfies the
authority of the continuing capacity of the carer to carry out the fostering task, provides the carer
with an opportunity to give feedback, contributes to essential information on the quality and range
of service provided by the authority, and informs recruitment, assessment and training strategies.
Foster carers’ annual reviews are usually presented to the Fostering Panel on the first review and
thereafter every three years. The review will normally be approved by the team manager and ratified
WS097 / Edition 5 / March 2009
184
West Sussex children’s social care
Foster Carers’ Handbook
by the Fostering Panel Chair, however, if there is a contentious issue or change of approval the review
report will be presented to the Fostering Panel.
The foster placement Regulations require that carers are reviewed at least every year. This review
considers the suitability of the carer to continue to foster. A review can also be held at any other time
if there is a change in circumstance or an issue of concern.
Reviews are usually carried out at the foster carer’s home. The review is a two way process where the
carers can also express their views about the Foster Care Service and West Sussex County Council in
general.
All foster carers are required to sign a new Foster Carer’s Agreement following each Annual Review.
The regulations in full:
Reviews and terminations of approval
1. The fostering service provider shall review the approval of each foster parent in accordance
with this regulation.
2. A review shall take place not more than a year after approval and thereafter whenever the
fostering service provider considers it necessary, but at intervals of not more than a year.
3. When undertaking a review the fostering service provider shall seek and take into account the
views of:
a) the foster parent;
b) any child placed with the foster parent (subject to the child’s age and understanding);
c) any responsible authority which has, or within the preceding year has had, a child placed
with the foster parent.
4. At the conclusion of the review, the fostering service provider shall prepare a written report
setting out whether:
a) in relation to any child in respect of whom approval is given, the person continues to be suitable
to act as a foster parent and his household continues to be suitable; and
b) the terms of his approval continue to be appropriate.
5. The fostering service provider shall on the occasion of the first review under this regulation, and
may on any subsequent review, refer its report to the fostering panel for consideration.
6. If the fostering service provider decides, taking into account any recommendation made by the
fostering panel, that the foster parent and his household continue to be suitable and that the
terms of his approval continue to be appropriate, it shall give written notice to the foster parent
of its decision.
7. If, taking into account any recommendation made by the fostering panel, the fostering service
provider is no longer satisfied that the foster parent and his household continue to be suitable,
or that the terms of the approval are appropriate, it shall
a) give written notice to the foster parent that it proposes to terminate his approval or to revise
the terms as the case may be, together with its reasons; and
b) invite him to submit any written representations within 28 days of the date of the notice.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
185
8. If the fostering service provider does not receive any representations within the period referred
to in paragraph (7)(b), it may proceed to make its decision.
9. If the fostering service provider receives any written representations within the period referred
to in paragraph (7)(b), it shall
a) refer the case to the fostering panel for its consideration; and
b) make its decision, taking into account any recommendation made by the fostering panel.
10. As soon as practicable after making the decision referred to in paragraph (8) or (9)(b), the
fostering service provider shall give written notice to the foster parent specifying as the case
may be:
a) that the foster parent and his household continue to be suitable and that the terms of the
approval continue to be appropriate;
b) that his approval is terminated from a specified date, and the reasons for the termination; or
c) the revised terms of the approval and the reasons for the revision.
11. A foster parent may give notice in writing to the fostering service provider at any time that he
no longer wishes to act as a foster parent whereupon his approval is terminated 28 days from
the date of receipt of the notice.
12. A copy of any notice given under this regulation shall be sent to the responsible authority for
any child placed with the foster parent (unless the responsible authority is also the fostering
service provider).
A United Foster Care Association representative can attend a Fostering Panel with foster carers if they
so wish.
The foster carers are notified of the outcome in writing.
WS097 / Edition 5 / March 2009
186
West Sussex children’s social care
Foster Carers’ Handbook
This page is blank
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
187
Section 17
The foster care panel
The national foster care standard 23
1. Each authority establishes a fostering panel which reflects the community it serves and
includes among its membership appropriate professionally qualified and experienced staff,
foster carers and those with experience of being in foster care, and authority representation.
2. The panel's terms of reference stress a primary responsibility to act in the best interests of
children and young people placed in foster care by the authority.
3. Each panel member is subject to relevant criminal record and authority checks, and receives
both preparation training for her or his role and further training to assist her or his
development as a panel member.
4. The assessment report for each prospective carer is considered by the fostering panel, which
makes a recommendation or decision on the approval or rejection of the application.
5. Full and accurate written minutes of the discussion and decisions and/or recommendations
taken at each meeting of the panel are circulated to each panel member and relevant
managers and decision-makers within the authority.
6. The panel considers the first annual review report for the re-approval of each carer and any
subsequent significant changes in the carer's approval or major concerns regarding her or his
suitability as a carer.
7. Where the panel does not consider subsequent annual reviews for each carer, these are
monitored under procedures agreed by the panel.
8. The panel has agreed procedures for calling on specialist advice to clarify any aspect of the
assessment or approval review report when required.
9. Each applicant is informed personally of the panel's decision or recommendation and receives a
written report.
10. Each applicant receives clear information on her or his right to appeal or challenge the
assessment procedure and/or decisions or recommendations on approval by the fostering
panel.
11. Each member of the panel receives regular information on the management of the authority's
fostering service, the placement needs of looked after children and important developments
from research and best practice guidance: the panel collectively considers the authority's
annual report on its fostering service.
12. An annual report on the panel’s work is produced, including details of membership, terms of
reference and a summary of work; this is circulated regularly to authority members and
appropriate senior staff, foster carers, children and young people in foster carer and their
families and is available to anyone on request.
WS097 / Edition 5 / March 2009
188
West Sussex children’s social care
Foster Carers’ Handbook
Establishment of foster care panels
1.1
Foster Care Panels are regulated by the Fostering Services Regulations 2002 and are a statutory
function of the Local Authority.
1.2 Section 24 requires the fostering service provider; otherwise referred to in this document as
West Sussex County Council or the Department; to establish at least one panel, to be known as
a Foster Care Panel.
1.3 The model the department has implemented, having taken due account of the known and
anticipated workload, and the consequential demands on panel members time, has been to
establish three foster care panels based on the current Family Placement Teams. These are:
North (Crawley, Horsham and Mid-Sussex), South East (Adur and Worthing), and the South West
(Arun and Chichester).
Each foster care panel consists of no more than 10 members and would normally include:
G a chair;
G two social workers employed by the department, one who has child care expertise and the
other expertise in the provision of a fostering service;
G at least one elected member of the local authority;
G at least four other "independent members". These should include, as far as possible:
a) at least one person who is, or within the previous two years has been, a foster parent for
another fostering service provider;
b) a person who has at any time been placed with foster carers or whose child has at any time
been placed with foster parents;
c) expertise in education and in child health.
1.5 Refer to Appendix 1 for details of Panel Membership.
1.6 Each foster care panel aims to have a balance of women and men and to have a broad
spectrum of interest and experience, reflecting the diversity of the community it serves.
1.7 The foster care panel chair may be independent or may be a senior member of staff not
responsible for the day-to-day management of staff who assess carers. The department has
opted for an independent chair. The same person chairs all three panels, to promote
consistency.
1.8 Each foster care panel has a vice chair who will chair meetings in the absence of the chair. In
this department, the Team Managers Family Placement, are the designated vice chairs. These
Team Managers cannot sit on their own territory panels.
1.9 A foster care panel member may hold office to a term not exceeding three years; the same
person may not hold office as a member of that panel for more than two consecutive terms
without an intervening period of at least three years.
1.10 A person shall not be appointed as an independent member of a fostering panel if he or she is a
foster carer approved by the department, or is employed by the department, or is an elected
member of the Authority.
1.11 The foster care panels have named legal and medical advisers.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
189
1.12 Each panel member is subject to relevant police and authority checks, and receives both
induction for her or his role and further training to assist her or his development as a panel
member.
1.13 Each panel member has to sign an undertaking stating that they understand the terms and
conditions of their appointment and agree to abide by them.
1.14 Any panel member may resign his office at any time by giving one month’s notice in writing to
the Head of Children’s Services.
1.15 Where the Head of Children’s Services is of the opinion that any member of the fostering panel
is unsuitable or unable to remain in office, he may terminate his office at any time by giving him
notice in writing.
Function and purpose
2.1
Section 26 sets out the functions of the foster care panels in respect of cases referred to it are:
G To consider each application for approval and to recommend whether or not a person is
suitable to act as a foster carer;
G Where it recommends approval of an application, to recommend the terms on which approval
is to be given;
G To recommend whether or not a person remains suitable to act as a foster carer, and whether or
not the terms of his approval remain appropriate on the first annual review; and on the
occasion of any other review when requested to do so by the department.
G To consider any case referred to it, if the department receives any written representations from
a foster carer in respect of actions from the department to modify, restrict or cease their terms
of approval.
In addition foster care panels:
G Provide a quality assurance function in relation to the recruitment and assessment processes in particular to monitor and review the work of the assessors; to provide feedback; to identify
problems; and to ensure that there is consistency of approach in assessment across the service,
that is fair to all applicants and that it has been completed in a thorough and rigorous way;
G Receive management information about the outcome of foster carers’ annual reviews;
G Monitor the range and type of carers available to the authority in comparison with the needs of
children.
Specific to this Authority, the Foster Care Panels also make recommendations in respect of:
G Matching children with suitable long term carers (under review);
G Reviewing implications of child protection investigations in respect of foster parents and
lodgings providers;
G Consider whether or not a person is suitable to be a lodgings provider for young people in the
looked after/after care system;
G Exemptions to the normal fostering limit for other local authorities and fostering agencies.
2.3 The foster care panel's recommendations are sent to the Agency Decision-Maker.
2.4 Foster care panels as part of the local authority fostering services are subject to inspection by
the National Care Standards Commission. The expected outcome achieved is that the fostering
panels are organised efficiently and effectively so as to ensure that good quality decisions are
WS097 / Edition 5 / March 2009
190
West Sussex children’s social care
Foster Carers’ Handbook
made about the approval of foster carers, in line with the overriding objective to promote and
safeguard the welfare of children in foster care.
Meetings of the foster care panels
3.1
3.2
3.3
3.4
3.5
3.6
3.7
G
G
G
G
G
G
The rules relating to conduct of fostering panels are set out in Section 25.
Frequency of meetings: Each panel currently meets three-weekly but with effect from 1st April
2003, the panels will meet monthly. It may be necessary to occasionally convene an additional
panel if a backlog of work would otherwise cause undue delay or if there is a lengthy conduct
issue to hear.
Duration of meetings: Panels are scheduled for three hours. They occasionally over-run by up to
30 minutes.
Venue of meetings: Subject to availability each panel has a usual venue accessible to people
with disabilities, and has appropriate reception, waiting and refreshment facilities. Car parking
can be an issue and persons unfamiliar with the venue may wish to seek the advice of the
Foster Panel Clerk.
Panel papers: The Foster Panel Clerk seeks to send out panel papers a week in advance of the
meeting. These are sent recorded delivery. Panel members can elect to have these sent to their
home or business address, whichever is the most convenient for them. After panel, papers and
recorded delivery pouches must be returned to the Foster Panel Clerk.
Quorum: The panel is only quorate when at least five of its members, including the person
appointed to chair the panel, or the vice chair, at least one of the social workers employed by
the department and at least two of the independent members meet as a panel. It is therefore
vitally important to the effective functioning of the panels, that panel members give as much
advance notice of any known absence from panels to the Foster Panel Clerk.
Panel minutes: Panels are required to make a written record of its proceedings and the reasons
for its recommendations.
The agency decision-maker needs an accurate account as soon as possible of the panel’s
recommendations and the reasons for these. The standard we work to in this department is
three working days.
It is important that the record shows the process gone through in arriving at its
recommendations and they provide the agency decision- maker with a full and fair picture of
the panels deliberations.
Panel meetings will normally be recorded by the Foster Panel Clerk or in her absence a member
of the administrative staff from the department’s children’s services unit.
Panel members will be asked to consider and agree the last meeting’s minutes at the next panel
meeting and panel members have a responsibility to comment on anything which they think is
an inaccurate record of what was said or recommended.
Applicants and carers are given the opportunity to comment on the facts and fairness of all the
documents before, at, and after panel.
An extract of these minutes along with a copy of all correspondence is sent to the family
placement social worker for the foster carer file.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
3.8
G
G
G
G
191
Reaching a recommendation: Panels can only make recommendations when quorate.
During meetings the chairman should ensure that each panel member has an opportunity to
raise questions or offer comments on each matter to be decided. Each panel member should
be asked whether or not he supports a proposed recommendation. There is, however no role
for formal voting on recommendations; the chairman should allow the panel to reach a
consensus - a general or widespread agreement.
Unanimity of panel members may not always be possible. An evenly divided panel, for
example, suggests that there is serious doubt sufficient to prevent the panel making a
confident recommendation. At such times, the balance of the panel’s recommendation should
always favour the best interests of the child or young person.
Where there is a serious difference of opinion among members, the chairman may ask for more
information to be made available to the panel before a recommendation is made.
Serious reservations expressed by individual panel members about a particular
recommendation should be recorded in the panel minutes for consideration by the agency
decision-maker.
The assessment process
4.1
4.2
4.3
4.4
4.5
4.6
G
G
G
G
The department will carry out an assessment of any person whom it considers may be suitable
to become a foster parent in accordance with Section 27. The Fostering Service Regulations,
2002.
Recruiting and maintaining a range of skilled and committed carers to meet the needs of
children and young people for whom it aims to provide a service, is a key function of the
department. It is central to the promotion of choice and security for children who cannot be
cared for by their parents. However it is vital we do not lose sight of assessment in the drive to
ensure that adequate numbers of carers are available. Only those who are deemed suitable to
provide children with the care and protection they need should be approved after a thorough
appraisal. All aspects that give rise to doubts should be pursued and resolved. Approval should
not be given if doubts concerning safety cannot be resolved satisfactorily. Weaknesses in other
respects, for example communication skills, need not preclude approval if the department can
identify ways of dealing with any ensuing difficulties.
The department will strive to promote an active partnership with prospective foster carers so
that honesty and openness underpin our work together from the outset.
It is the household as a whole that is being assessed in order to ensure it is a suitable place for a
child to be placed in.
There may be particular circumstances in relation to an application where an early discussion
with the fostering panel to obtain help and guidance would be useful. Item 3 on panel agenda.
The department has a clearly set out assessment process which must be followed. The main
components are:
checks
references
medical reports
applicant(s) attendance at a Choosing to Foster course
WS097 / Edition 5 / March 2009
192
G
G
G
West Sussex children’s social care
Foster Carers’ Handbook
visits to the applicants’ home
discussions between the assessor and the applicant(s)
second opinion visits
Approval of foster parents
5.1
5.2
5.3
Section 28 sets out the rules applicable to the approval of foster parents.
Approval or non-approval, is the final stage of the assessment of potential foster parents.
Towards the end of the assessment period, the assessing social worker will write up a report.
This will summarise the applicant’s existing skills and understanding, and those areas which
they need to develop. It will also give information about the circumstances of all the members
of the household.
5.4 At the end of the report, there will be a recommendation about whether or not the applicants
should be approved as foster carers. It should also suggest the number of children or young
people, their ages, and the category(s) of fostering.
5.5 Prior to the assessment report being submitted to the Foster Panel Clerk, the applicants should
have seen the non-confidential sections of the report, and agreed with the assessor any
mutually agreed changes. Each applicant has the right to add written comment or information
to the report if she or he wishes and any points of disagreement should be drawn to the
attention of the panel. The applicants and the assessor should sign the assessment report.
5.6 The assessment report is then quality checked and signed off by the Team Manager.
5.7 Applicants seeking approval as foster parents are invited to attend the panel meeting. The
department’s expectation is that applicants will normally attend unless there are exceptionally
agreed circumstances for not doing so. It is the assessing social workers role to prepare and
invite the applicants. Applications are likely to be deferred until applicants can attend.
5.8 The panel will be given time prior to the social worker and applicants joining them to identify
areas of concern, either about the applicants or the process. The chair will co-ordinate the
general areas of questioning with the applicant(s) and the social worker, with panel members
electing or being asked by the chair to pursue areas of questioning.
5.9 The applicants will be asked to withdraw from panel; the social worker(s) stay; in order that the
panel can have as full and frank discussion, as we aim to reach a consensus recommendation if
possible. In the event a consensus is not achievable, the chair has a process to follow. Refer to
the earlier paragraph 3.5 Reaching a Recommendation.
5.10 Applicants will normally come back into panel to be informed of the panel's
recommendation(s). In particularly sensitive circumstances the panel chair and social worker
may see them in a more personal setting.
5.11 Where the agency decision-maker decides to approve a person as a foster parent, taking into
account any recommendation made by the fostering panel, the carer is sent a letter specifying
the terms of approval. Accompanying this is an Information Pack. Included in this pack is the
Foster Care Agreement which sets out the terms, conditions and obligations expected of the
foster parent(s) and the department and signed by both parties.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
193
5.12 Where the agency decision-maker decides that a person is not suitable to act as a foster parent,
the applicant is sent a letter giving her/him written notice that it proposes not to approve
her/him, together with its reasons and a copy of the fostering panel’s recommendations. The
letter sets out the applicants right of representation, namely an invitation to submit any written
representations within 28 days of the date of the letter.
5.13 If the department does not receive any representations within the period, it may proceed to
make its decision and will inform the applicant in writing.
5.14 If the department receives any written representations within the period, it shall:
G refer the case to the panel for further consideration; and
G make its decision, taking into account any fresh recommendation made by the fostering panel.
5.15 As soon as practicable after the decision is made, the applicant is informed of the outcome in
writing. If the decision is not to approve, the applicant is given the reasons for this in writing.
Reviews and termination of approval
6.1
6.2
6.3
G
G
G
6.4
G
G
6.5
6.6
6.7
G
Regulations section 29:
The department shall review the approval of each foster parent in accordance with this
regulation.
A review shall take place not more than a year after approval and thereafter whenever the
department considers it necessary, but at intervals of not more than a year.
When undertaking a review the department shall seek and take into account the views of:
the foster parent;
any child placed with the foster parent (subject to the child’s age and understanding);
any responsible authority which has, or within the preceding year has had, a child placed with
the foster parent.
At the conclusion of a review, the department shall prepare a written report setting out
whether:
in relation to any child in respect of whom approval is given, the person continues to be
suitable to act as a foster parent and her/his household continues to be suitable; and
the terms of her/his approval continue to be appropriate.
The department shall on the occasion of the first review under this regulation, and may on any
subsequent review, refer its report to the fostering panel for consideration.
If the department decides, taking into account any recommendation made by the fostering
panel, that the foster parent and her/his household continue to be suitable and that the terms
of her/his approval continue to be appropriate, it shall give written notice to the foster parent of
its decision.
If, taking into account any recommendation made by the panel, the department is no longer
satisfied that the foster parent and her/his household continue to be suitable, or that the terms
of the approval are appropriate, it shall:
give written notice to the foster parent that it proposes to terminate her/his approval or to
revise the terms as the case may be, together with its reasons; and
WS097 / Edition 5 / March 2009
194
West Sussex children’s social care
Foster Carers’ Handbook
G
invite her/him to submit any written representations within 28 days of the date of the notice.
6.8 If the department does not receive any representations within the period referred to in
paragraph 6.7, it may proceed to make its decision.
6.9 If the department receives any written representations within the period referred to in
paragraph 6.7, it shall:
G refer the case to the fostering panel for its consideration; and
G make its decision, taking into account any recommendation made by the fostering panel.
6.10 As soon as practicable after making the decision referred to in paragraph (6.8) or (6.9), the
department shall give written notice to the foster parent specifying as the case may be:
G that the foster parent and her/his household continue to be suitable and that the terms of the
approval continue to be appropriate;
G that her/his approval is terminated from a specified date, and the reasons for the termination; or
G the revised terms of the approval and the reasons for the revision.
6.11 A foster parent may give notice in writing to the department at any time that she/he no longer
wishes to act as a foster parent whereupon her/his approval is terminated 28 days from the
date of receipt of the notice.
6.12 A copy of any notice given under this regulation shall be sent to the responsible authority for
any child placed with the foster parent (unless the responsible authority is also the
department).
Annual reviews: departmental policy
7.1
7.2
G
G
G
G
G
G
G
7.3
The department sees assessment and review as an ongoing process and is working hard to
promote this view within it’s own staff and with foster carers.
The department has implemented a very comprehensive review process and format compliant
with the standards required under the new regulations. The lead-in time from initiating the first
action to presentation at panel is 10 to 12 weeks. This reflects the department's determination to:
seek and take account of relevant persons views;
reinforcing in particular the agenda to seek and listen more to children’s views, fostered
children and foster carers own children;
ensure the process is fully inclusive of, and fair to foster carers, giving them regular
opportunities to put forward their own views and suggestions and comment on the
observations of others of them;
ensure where necessary, the carer is supported to play a full part in the review through
provision of disabled access, translation and interpreting facilities or the support of a ’friend’.
check that any required updates of statutory checks have been carried out ;
encourage maximum participation of foster carers in the review meeting;
assist carers to review their progress, set new goals, and agree an action plan.
An additional review is held or brought forward following any significant incidents, complaints
or allegations of abuse or neglect. If the team manager is in any doubt about the threshold for
initiating this, the circumstances should be discussed with their line manager.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
7.4
7.5
7.6
195
The annual review process is a key element in promoting and monitoring skills training and
central to the department's Accreditation scheme and Career Development Pathway for its
foster carers.
The review document is also a consultative document, which offers the opportunity to gather
systematically a wide range of views, experiences, and suggestions for developing services
perceived as helpful to carers and children. The challenge, yet to be embraced, is how the
department develops its data systems to maximise this potential.
The department has established its own criteria, within the spirit and rules of Section 29, to
determine which reviews are undertaken by fostering panels and which by team managers:
Foster care panels:
G
G
G
G
on the first review and thereafter every three years;
where there is a significant change of circumstances such as death of a spouse; remarriage or
new partner; where there are concerns about the health of a foster carer or member of the
household; where there have been any significant incidents, complaints or allegations of abuse
or neglect.
where a change of the term of approval is sought by either foster carer or family placement
service.
level III and IV foster carers are reassessed every three years to check whether they continue to
meet the standards and performance criteria at their accreditation level. It is the task of the
Accreditation Panel to make this decision but this three year review should coincide with a
fostering panel annual review;
Team manager:
G
G
G
all other annual reviews which do not fall within fostering panel remit.
if, whilst following the process of a team manager review, it becomes evident that
circumstances now place it within the criteria of a fostering panel review, arrangements must
be made with the foster panel clerk to present it to a fostering panel.
completed team manager reviews are processed through the fostering panel clerk, and read by
the fostering panel chair who will take up any issues with team managers as necessary.
7.7
Regardless of the process the annual review has taken, carers have the same rights to
involvement in the process, to receive written notification of the outcome and access to appeal
or complaints procedures.
7.8 The full set of papers from the review meeting are placed on the carers file, together with any
relevant comments or objections from the carer. In the case of those presented to the fostering
panel an extract of the minute is also sent to the family placement social worker for inclusion
on the carers case file.
7.9 Implementing and Monitoring Review Outcomes
It is the responsibility of the family placement social worker to follow up in supervision with
carers, goals and actions agreed at annual reviews with carers.
7.10 Team managers have a responsibility to monitor that review outcomes are being addressed and
should take action accordingly.
WS097 / Edition 5 / March 2009
196
West Sussex children’s social care
Foster Carers’ Handbook
7.11 Fostering panels to receive management information about the outcome of foster carers’
annual reviews.
The department aspires to implement the regulations in full and in the first year.
Training and development
8.1
8.2
8.3
The functioning of the panels are central to the operation of the fostering service as it brings
together the expertise of professionals engaged in social work with children and foster carers,
managers of family placement teams, elected representatives and independent people with a
professional or personal interest in fostering. This is a developing process and at all times the
panels will wish to consider developments that may improve the standard of decision making
of the panel.
Professional development is recognised as being important to the functioning of the panels
and training for members will be provided on an annual basis. This training will take a variety of
forms and will from time to time involve colleagues from the family placement teams and other
relevant participants.
Any persons identified as having an interest in family placement work as part of their initial or
ongoing professional training may attend panel as an observer, at the discretion of the chair.
There should be no more than one person attending as observer, at any time and any such
person must sign a declaration regarding the confidentiality of written reports received by
them, in conjunction with their attendance. All panel papers will be returned to the panel clerk
at the conclusion of the panel meeting.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
197
Section 18
Payment of allowances and expenses
associated with caring for fostered children
The national foster care standard 17
1. The authority pays the foster carer an allowance for each child placed in her or his care, based
on the child's age and requirements and in accordance with the full cost of bringing up a foster
child within a family.
2. Allowances are reviewed annually and raised at least in line with inflation.
3. The authority has a written policy on fostering allowances; this and the current allowance levels
are well publicised and provided annually to each carer.
4. The foster carer is reimbursed - on provision of appropriate receipts – for additional expenses
associated with her or his task against a list of agreed expenses published and provided by the
authority.
5. Where expenditure of a significant sum is involved, the facility exists for the carer to claim such
expenses in advance.
6. The carer receives full, clear information about the allowances and expenses payable and how
to access them, before the child is placed.
7. The carer is provided with on adequate payment at the start of each placement, or as soon as
possible thereafter, to ensure the immediate needs of each child are met.
8. Where specific adaptations are required to the carer’s home or vehicle to accommodate the
needs of a child, or group of children, the authority meets these costs.
9. Payments to the carer are made promptly at the agreed time.
10. The carer or receives clear information with each payment specifying the child for whom the
payment is made and the purpose of the payment.
11. The foster carer uses all payments of allowances and expenses related to her, or his role as carer
for the purpose intended and to ensure that the needs of the child in her or his care are met.
WS097 / Edition 5 / March 2009
198
West Sussex children’s social care
Foster Carers’ Handbook
Reward payments to carers
Standard 22
1. Reward payments are linked with the carer's skills and abilities to meet the needs of children
who are fostered and with their commitment to training and skills development.
2. Reward payment schemes are open to all approved foster carers who wish to participate, meet
the criteria for the scheme and can demonstrate the required skills.
3. The authority manages access by carers to reward payments through a clear, publicised system.
4. Each carer receives clear information on any available reward payment scheme, requirements of
carers, routes for development of skills and how to access increased payments.
5. Each authority has a system to ensure training is available for carers to increase their knowledge
base.
6. Each carer’s involvement in training is monitored and recorded.
7. The contract between the authority and the carer clarifies the carer's employment status and
sets out terms and conditions.
8. The authority provides clear information to each carer about National Insurance and tax
liabilities for those receiving reward payments.
9. Reward payment schemes for carers take account of the need for planned respite breaks from
fostering and include a respite payment allowance.
The payment and accreditation scheme
The Authority has a scheme that comprises two elements:
1. The All Inclusive Allowance (AIA) which covers the cost of caring for the child and the ongoing
cost of an extra child in the household. The AIA is paid per child, according to a schedule
relating to the age of the child.
2. The Household Fee, which is the reward element paid to each foster family dependent upon the
level of accreditation reached by the prime carer in the family.
The details of the scheme, together with the schedule for the payment of retainers is periodically
revised and is therefore enclosed in Appendix . Any variation in the implementation of the scheme
must be agreed by the Exceptional Payment Panel (EPP). The terms of reference of the EPP are also
included in Appendix .
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
199
Appendix 1
Draft policy statement on physical restraint
(to be revised by April 2004)
1. Introduction
1.1 This policy is set within the principles of the Children Act 1989; West Sussex Children Services
Plan; and the Looking After Children Framework and should be read in conjunction with the
Department of health Guidance on Permissible Forms of Control in Children's Residential Care
(1993) and the Control of Children in the Public Care: Interpretation of the Children Act 1989
(Department of Health 1997) It should also be read in conjunction with the Departments policy
on Violence at Work.
1.2 The Department is committed to treating children as individuals; promoting their physical,
mental, emotional and spiritual development; safeguarding their welfare and encouraging their
growing independence.
1.3 The Department does not expect staff and foster carers to be verbally or physically assaulted
during the routine course of their work.
1.4 The Department considers that to achieve these objectives, positive control is an essential
element of the care of children.
1.5 West Sussex County Council recognise that children they have involvement with may, due to
their experiences or disabilities, express their feelings in ways that are difficult to manage and
may place themselves or others at risk.
This means that careful consideration needs to be given to the control element of care.
1.6 We consider that control is part of a continuum ranging from rules and boundary setting
through discussion and negotiation; diffusion and avoidance of potentially difficult situations;
to in the last resort physical restraint.
1.7 The following is taken from the 551 (DOH) guidance CI (97)6 "The control of children in the
public care: Interpretation of the Children Act 1989 The authority of local authorities, other
providers of children's services and carers to control children looked after wherever they are
accommodated.
When a care order is made the local authority shares parental responsibility with the parents
and their legal authority with respect to the care and control of the child is quite explicit. Many
children, however, are cared for by local authorities, or other providers on their behalf, by
agreement with parents under section 20. This means that the local authority is without the
formal legal authority of parental responsibility which is retained by the parents. But, this does
not weaken the authority of carers to control children. The Children Act sets out in section 3 the
meaning of parental responsibility. It also makes clear in section 3 (5) that those who do not
have parental responsibility, but none the less have the day to day care of the child, may do
what is reasonable in all the circumstances to safeguard and promote the welfare of that child.
It is important that, in coming to an agreement for a local authority to accommodate their child,
WS097 / Edition 5 / March 2009
200
West Sussex children’s social care
Foster Carers’ Handbook
parents understand that those who have day to day care of the child (residential or foster
carers) will be required to exercise control in a manner which promotes the child's welfare and
good order. Parents may have wishes in this regard which should be taken into account, but
they cannot constrain day to day carers to the extent that they are disabled from controlling the
child properly. If parents insist on conditions, which are judged to be inconsistent with the local
authority's duties towards the child being looked after, agreement to accommodation under
section 20 may be inappropriate. Consideration should then be given as to whether the
threshold criteria for a care order can be made out and the child taken into care by means of a
court order".
1.8 Physical restraint of children is legally permissible when there is an "immediate danger of
personal injury to the child or another person or to avoid serious damage to property" -(DOH
Guidance April 93, Feb 97)
1.9 Physical restraint, however, must only be used in exceptional circumstances and is not seen as
part of the ordinary practice of caring for children and young people. Each episode must be
recorded and debriefed. 1.10 The Department provides training for staff and foster carers in diffusion and avoidance and in
the use of techniques to promote both their and children's safety. I
1.11 The Department believes that these techniques should only be used in the context of a range
of strategies primarily focusing on clear boundary setting and discussion and negotiation to
provide a safe, secure and therapeutic environment.
1.12 The Department is committed to working openly with children and their parents and carers
and being explicit about this policy.
1.13 The Department is committed to developing systems to allow the monitoring of this policy and
the quality of the service offered.
1.14 The Department will support staff who act within this policy and guidelines with good intent
and to the best of their ability.
2. Advice and guidance
Children looked after will, by definition, have had experiences that will be damaging to them in some
way or children not looked after but where a service is being provided by a family care worker or
family centre.
They may not have had the opportunity to develop their self-esteem and internal means of control.
They may be "stuck" at a stage of development younger than their chronological age.
They may be unused to clear boundaries and expectations, and consistent caring and this may be
reflected in their behaviour. Some children take time to seek positive not negative attention.
Small children may frequently be held for a number of reasons not directly concerned with control.
There are also occasions when control can be maintained by holding a child in a manner which does
not carry the force of physical restraint. For example, an adult may insist on holding a child's hand
when crossing the road. A child may be successfully diverted from destructive or disruptive behaviour
by being led away by the hand, arm, or by means of an arm around his shoulder. Again, children
having an argument or a fight, which in itself is not likely to cause serious harm, but is nonetheless
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
201
disruptive and detrimental to the well being of other children, may be successfully separated by
being held firmly and 'guided away. The main factor separating "holding" from "physical restraint" is
the manner of intervention and degree of force applied. Physical restraint uses the degree of force
necessary to prevent a child harming himself or others or property. Holding would discourage but in
itself would not prevent such action. It is more likely to find application in those homes caring for
younger children, particularly for those whose behaviour is unlikely to respond to verbal influence
alone. However, even young adults may be successfully engaged by a hand placed firmly on the arm
or shoulder to reinforce the attempts of staff to reason with them, or to emphasise the concern felt
for them.
Staff and carers should adopt the following principles when dealing with children in this way:
G Whenever possible, the staff/carer involved should have an established relationship with the
child and should explain to the child what he is doing and why;
G Holding should not arouse sexual expectations or feelings, and should cease if the child gives
any indication of this;
G Staff and carers should be careful where they hold children. For instance, staff should be careful
not to hold a child or young person in such a way that involves contact with breasts or genitals.
G If on any occasion the child forcibly resists or demonstrably objects, then 'holding' .should no
longer be used as a method of restraint in that particular case. Consideration should be given to
other means of intervention.
It is not intended that the main body of this guidance should deter normal physical contact (as would
be expected between good parents and their children) between care-providing adults and children.
Although physical contact may on occasions be used to assert authority over a young person, it is
more often an important element of care and parenting.
If restraint is used inappropriately West Sussex staff may be liable to disciplinary action and both staff
and foster carers liable to investigation under the West Sussex Child Protection Procedures or criminal
charges of assault. These guidelines are designed to better protect children, carers and staff from
these possibilities.
2.1 There should be clearly established house rules and agreement about acceptable and
unacceptable behaviour. Every effort should be made to establish appropriate communication
systems to avoid frustration. There should be pro-active discussion and strategy about what will
happen when children break the rules.
2.2 The aim of any physical intervention is to ensure the safety of young people staff and carers and
to provide external control until the young person has regained their internal control. This
should be shared and reviewed in the Looking after Children framework (LAC) or care
management service agreement.
2.3 It is essential that all staff and carers are aware of all available information about the individual
child's characteristics, age, gender, race, culture, developmental stage ability/disability,
communication skills, past history, and behaviour. This is to assess risks and needs and should
be part of the LAC admission/care management planning and review process.
2.4 There may be circumstances where the grounds for restraint are met - but restraint will not be
the best option.
WS097 / Edition 5 / March 2009
202
West Sussex children’s social care
Foster Carers’ Handbook
2.5 It is not possible to give examples of all situations where restraint should or should not be used.
This should be the subject of regular discussion in supervision (staff ) and supervisory visits by
Family Placement Social Workers (Carers).
2.6 These endorsed techniques are based on important principles of maintaining children's rights
and dignity:
G the importance of verbal de-escalation skills.
G physical restraint is the last resort.
G minimum use of force and no deliberate use of pain.
G no use of restraints against the joint;
G holds are designed to avoid any sexual interpretation;
G children are not taken to the floor but to a seated position
G appropriate communication should take place throughout any restraint.
G restraint should be used only until the young person regains control.
G staff and carers are reminded that Children who do not communicate verbally
can be unable to communicate if restrained e.g. a deaf child using BSL whose
arms are held. They need to be given means to indicate that they are feeling calmer.
2.7 It is important that should a restraint become unsafe or unsuccessful staff and carers should
stop the technique. Physical restraint should never be used as a punishment.
2.8 Physical restraint is not over when the staff/carer lets go.
Following restraint there must be a formal debrief with your Family Placement Social Worker
(carers) or Line Manager (staff ) which includes discussion with all those present, including the
young person restrained and any observers -and every attempt made to maintain or rebuild
constructive and caring relationships with the young person.
Staff should report the incident within 24 hours to their line manager. Carers should report all
but minor incidents within 24 hours to their Duty Family Placement Social Worker.
2.9 Children unable to engage in discussion, due to their disabilities must be given opportunities to
express their feelings.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
203
3. Procedures
3.1 All staff and carers need to be familiar with this policy and guidance.
3.2 The Looking After Children Care Management Essential Information Record and Care Plans for
the child must include the relevant information regarding behaviour, possible triggers for
aggression and all relevant information to enable a risk assessment to be undertaken and a
behaviour management strategy to be put in place.
3.3 Managers must ensure that all relevant staff attend mandatory training The following training
courses are mandatory for all residential child care officers and managers, and other staff by
negotiation with their line manager.
G Foundation in Care Practice Modules 1 & 2) (Staff only)
G Residential Care of Children: Care & Legal Aspects
G Basic Child Protection
G Diffusion & Avoidance of Challenging Behaviour and breakaway techniques.
G Physical intervention
Staff and Carers will be asked to complete a pre-course undertaking regarding their willingness
to participate in a physical course according to their ability. A certificate of Attendance will be
issued to all staff who complete the physical intervention and breakaway techniques. Any issues
of bad or dangerous practice will be fed back to the relevant managers by the trainer, with staff
members and carers knowledge.
3.4 Any episode of restraint must be recorded fully on the diary sheets and reported as per the proforma attached.
In all circumstances, staff and carers should afterwards explain to the child why it was necessary
to restrain them and give them the opportunity to put their side of the story.
Any children present during the restraint should also have an opportunity for discussion.
Family Placement Social Workers (Carers), Line Managers (Staff ) should discuss any use of
restraint with the worker/carer involved within 24 hours to identify further advice/support or
training required
Staff/Carers entitled to debriefing and access to further support or counselling where
necessary.
3.5 A full report of any incident must be prepared within 48 hours and submitted by the Family
Placement Social Worker or Line Manager (Staff ) to the Foster Care Service Manager (Carers) or
Family Support Services Manager. These managers will notify the Deputy Director for serious
cases. In all cases, the child's locality social worker must be informed and discussion take place
as to by whom and how those with parental responsibility will be informed.
In the event of a major incident, statements should be taken from all those involved. In the case
of injury to children, staff or carers, medical treatment should be sought and a full record made.
Where physical restraint is required on a regular basis and acknowledged in the care plan, e.g.
for some children with learning disabilities, all restraints must be recorded. The above reporting
procedure would only apply to major or exceptional incidents.
WS097 / Edition 5 / March 2009
204
West Sussex children’s social care
Foster Carers’ Handbook
3.6 All staff must receive regular supervision as outlined in the West Sussex Supervision Agreement
and carers will receive regular supervisory visits as required by the Department of Health
Fostering Regulations.
3.7 Any complaints made by children/young people following a restraint will be investigated.
according to the Department's Complaints Procedure. Any member of staff restraining
inappropriately may be the subject of disciplinary proceedings and both staff and Foster Carers
liable to investigation under the West Sussex Child Protection Procedures or a charge of assault
under Criminal Law.
3.8 All staff and carers have a duty to report any incidents of abusive behaviour by other staff or
carers in relation to children, which will be investigated in line with the Child Protection
Procedures and the West Sussex Confidential Reporting Policy for staff.
4. Legal framework
The legal constraints on physical intervention to restrain or restrict liberty in the childcare field derive
principally from the Children Act 1989 explained in Chapters 1 and 8 of Volume 4 of the associated
Guidance. The common law position and Human Rights Act on unlawful restriction of liberty and the
criminal law relating to assault will also be relevant. (Department of Health Guidance 1993).
The use of accommodation to restrict physically the liberty of any child is permitted only in secure
accommodation.
When a care order is made the local authority shares parental responsibility with the parents and
their legal authority with respect to the care and control of the child is quite explicit.
Many children, however, are cared for by Local Authorities by agreement with parents under Section
20 (Children Act 1989). This means that the local authority is without the formal legal authority of
parental responsibility which is retained by the parents.
This does not weaken the authority of carers to control children,
The Children Act makes clear in Section 3(5) that those who do not have parental responsibility, but
none the less have the day to day care of the child, may do what is reasonable in all the circumstances
to safeguard and promote the welfare of that child.
This would include, for example, taking action to prevent actual or grievous bodily harm, physical or
sexual abuse, risking the lives of, or injury to, the self or others by wilful or reckless behaviour, and selfpoisoning. It must be possible to show that, unless immediate action had been taken, there were
strong indicators that injury would follow. (Department of Health Guidance 1993)
The wishes and feelings of children can and indeed should, be overridden in decisions that affect
them if this is necessary to safeguard and promote their welfare and protect others. (Department of
Health Guidance 1997) See Department of Health Circular CI (97) 6.
Guidance on how the age, understanding and competence of the child can bear on appropriate
methods of control can be found in Section VIII of the 1993 Department of Health Guidance.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
205
5. References
G
G
G
G
G
G
G
G
G
G
G
Children Act 1989
The Children Act 1989 Guidance & Regulations Volume 4 -Residential Care
Children's Homes Regulations 1991, particularly Regulation 8
Department of Health Guidance on Permissible Forms of Control in Children's Residential Care
April 1993
The Control of Children in the Public Care: Interpretation of
The Children Act 1989
Taking Care, Taking Control, DOH Training Package 1996
West Sussex Children's Homes Procedures 1995
PRICE Training manual: Managing Challenging and Difficult Behaviour in Residential Care -Brian
Nicholson Training Services 1996.
Essex Draft Policy on Care and Control of Children and Young Persons in Local Authority
Children's Homes
West Sussex County Council Health and Safety Policy 1988 and Supplement 1994 -Assaults on
County Council Staff/ Damage to Property
WS097 / Edition 5 / March 2009
206
West Sussex children’s social care
Foster Carers’ Handbook
This page is blank
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
207
Appendix 2
Management structures
The national foster care standard 19
1. Each authority ensures each of its elected or appointed members is aware of her or his
responsibilities as corporate parent to looked after children and receives regular information on
the management of the authority's foster care service: relevant training opportunities exist for
all members to develop understanding of their role in relation to foster core services, with
particular encouragement given to new members to undertake such training.
2. Each authority has structures, and systems in place to ensure assessments, care planning and
reviews for looked after children are managed and implemented, and comply with statutory
requirements and best practice guidance.
3. Each authority has structures and systems in place to ensure assessments, approvals and
reviews for carers are managed and implemented effectively.
4. Each child in foster care has a designated social worker and each foster carer has a designated
support/supervisory social worker; their roles, responsibilities and lines of accountability are
clearly defined and understood by all parties.
5. Each authority has procedures in place to ensure the carer's support/supervising social worker
and the child's care manager complete and exchange all reports of relevance to the placement
within specified time limits.
6. Each authority has systems in place to determine, prioritise and monitor workloads and assign
tasks to appropriate staff.
7. Each authority ensures that levels of decision making - particularly levels of delegated
responsibility - are clearly defined for each tier of management and understood by all staff and
foster carers.
8. Each authority that contracts out the provision of foster care for a child to an external agency or
other authority ensures that the quality of care to be provided is clearly specified in the
contract and appropriate monitoring arrangements are in place, to ensure compliance.
9. Each authority has a management information system for collecting and collating, analysing
and interpreting information on children's services, with relevant data capable of desegregation
to provide specific information on foster care services.
10. Each authority has an information system that provides relevant up-to-date information on the
profile of the community it serves, to inform planning for its foster care service.
11. Each authority monitors and reviews the number and type of available foster placements and
levels of unmet need for foster care placements; data collection includes specific reference to
needs in relation to health and education and to age, race, religion, language, gender, sexuality,
disability and needs of sibling groups.
WS097 / Edition 5 / March 2009
208
West Sussex children’s social care
Foster Carers’ Handbook
The new minimum standards
Fitness to carry on or manage a fostering service
The manager has:
G a professional qualification relevant to working with children, which must be either NVQ level 4
or the DipSW or equivalent
G a qualification at level 4 NVQ in management or an equivalent managerial qualification, by
2005. (For the transitional period, appointees to the post of manager who have not previously
worked in a management role must undertake appropriate management training within six
months of appointment.)
G at least two years’ experience of working with children within the past five years, and in addition
at least one year’s experience of working at a senior level.
The manager exercises effective leadership of the staff and operation, such that the fostering service
is organised, managed and staffed in a manner that delivers the best possible childcare.
For the necessary checks and enquiries set out in Schedule 1 of the Fostering Services Regulations
2001, telephone enquiries are made to follow up written references and material. Police checks are
renewed every three years. Records are kept of checks and references that have been obtained and
their outcomes.
Management of the fostering service
There are clear roles for managers and staff and well-established lines of communication and of
accountability between managers, staff and carers.
The financial processes/systems are properly operated and maintained in accordance with sound and
appropriate accounting practice. Financial procedures are written
down and followed.
Information is provided to purchasers of services and others. This includes:
G charges for each of its services
G statements of the amounts paid to foster carers, and
G itemised amounts paid for wider services, which may include health and education.
The fostering service avoids conflicts of interest or confusion which arise out of dual roles and which
may affect performance of the service or the welfare of children.
The fostering service informs carers, managers and staff of their responsibility to declare any possible
conflicts of interest. Where there is a potential conflict of interest or confusion of roles in relation to
any manager, member of staff, volunteer or foster carer, consideration is given as to whether extra
safeguards may be needed.
The manager has a clear job description setting out duties and responsibilities and does not hold a
similar position in another organisation.
The level of delegation and responsibility of the manager, and the lines of accountability, are clearly
defined.
Clear arrangements are in place to identify the person in charge when the manager is absent.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
209
West Sussex ensures that the people involved in carrying on and managing the fostering service
possess the necessary business and management skills and financial expertise to manage the work
efficiently and effectively and have the necessary knowledge and experience of child care and
fostering to do so in a professional manner.
The fostering service is carried on and managed by those with the appropriate skills and experience
to do so efficiently and effectively and by those who are suitable to work with children.
The Statement of Purpose for West Sussex Fostering Services [Appendix 1] sets out how this Standard
is achieved in the county.
WS097 / Edition 5 / March 2009
210
West Sussex children’s social care
Foster Carers’ Handbook
This page is blank
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
211
Appendix 3
Recruiting and retaining an appropriate range
of carers
The national foster care standard 21
1. Each authority maintains - and/or contracts through other agencies ~ a sufficient range of
carers to ensure appropriate placement choice for each child or young person assessed as best
placed in foster care.
2. The authority gives priority to providing a placement within a child’s local community except
where this is inappropriate to the assessed needs of a particular child.
3. Each authority has access to a range of carers sufficiently diverse to meet the emotional, ethnic,
racial, cultural, linguistic and religious needs of each child, as well as any needs relating to
disability, gender or sexuality.
4. Each authority plans and implements a recruitment strategy designed to maintain its capacity
to meet identified need for foster care placements.
5. The authority ensures that the recruitment strategy includes agreed procedures for
investigating the availability of relatives or friends of each child as appropriate foster carers.
6. The authority ensures that the recruitment strategy seeks to maximise the contribution of the
existing carers and children who have been fostered to planning and implementation of
recruitment activity.
7. Each prospective foster carer is provided with comprehensive information on the nature of the
fostering task and the authority's job or task profile/specification for foster carers.
8. Each enquiry from a prospective foster carer is responded to within two weeks; response times
are monitored to ensure prospective carers are not lost through failure to respond promptly.
9. Each authority's recruitment strategy is reviewed annually; all recruitment methods are
monitored and their effectiveness evaluated to inform reviews of the recruitment strategy.
10. Each authority has policies, procedures and standards in place which seek to maximise the
retention of foster carers.
11. Exit interviews, to a standard pro forma, are conducted with each carer who decides to stop
fostering and data collected and analysed to inform recruitment and retention strategies;
someone other than the carers supervising social worker conducts the Exit interview.
12. Each authority reviews regularly data and research on recruitment methods and levels of
support and reward required to attract and retain foster carers.
WS097 / Edition 5 / March 2009
212
West Sussex children’s social care
Foster Carers’ Handbook
This page is blank
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
213
Appendix 4
Professional qualifications and appropriate
training for social workers
The national foster care standrad 20
1. Each authority has identified the skills and knowledge required to ensure delivery of a high
quality fostering service and recruits a workforce with the necessary qualifications and
experience.
2. Each member of staff working within the foster care service, has a job description which clearly
outlines the tasks and responsibilities of: the post, and the skills and knowledge required to
carry them out effectively.
3. Qualifying training schemes for social workers include significant mandatory training in child
development, assessment and family placement work, including foster care.
4. Each authority has a clear plan for the training and development of all staff involved in fostering
work through induction, post-qualifying and in-service training: this should apply to those
offering emergency duty support and those staff with a first contact responsibility through call
centres or receptions.
5. Each authority has an appraisal or joint review system in place which identifies the
developmental and training needs of all childcare and fostering staff.
6. Each authority ensures that sufficient resources are allocated to meet identified training needs.
7. Each authority ensures that the child's social worker and foster carer's supervising social worker
attend periodic joint training with foster carers and residential childcare staff.
8. Each authority ensures that the effectiveness of training programmes for the fostering service is
routinely evaluated and the training programme is reviewed and, updated annually.
Minimum standards
Any people working in or for the fostering service are suitable people to work with children and
young people and to safeguard and promote their welfare.
There are clear written recruitment and selection procedures for appointing staff, which follow good
practice in safeguarding children and young people. All personnel responsible for recruitment and
selection of staff are trained in, understand and operate these.
All people working in or for the fostering service are interviewed as part of the selection process and
have references checked to assess suitability before taking on responsibilities. Telephone enquiries
are made as well as obtaining written references.
Records are kept of checks and references that have been obtained and their outcomes. Police checks
are renewed every three years.
WS097 / Edition 5 / March 2009
214
West Sussex children’s social care
Foster Carers’ Handbook
All social work staff have an appropriate qualification, or are in the course of obtaining a suitable
professional qualification, to work with children and young people, their families and foster carers,
and have a good understanding of foster care. They have appropriate knowledge and skills. These
include:
G understanding of the Children Act, the Children Act regulations and guidance, relevant current
policies and procedures, Working Together and associated child protection guidance, the
Framework for the Assessment of Children in Need and their Families, the regulatory
requirements under the Care Standards Act 2000 and adoption law
G knowledge of the growth and development of children and an ability to communicate with
children and young people
G understanding the importance of a complaints procedure
G an ability to promote equality, diversity and the rights of individuals and groups knowledge of
the roles of other agencies, in particular health and education.
In West Sussex, all social work staff responsible for the provision of fostering services, including staff
involved in assessment and approval of foster carers, are professionally qualified and appropriately
trained to work with children and young people, their families and foster carers, and have a good
understanding of foster care.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
215
Appendix 5
Placement of children through other
authorities or agencies
The national foster care standard 24
1. Each authority has a written policy and clearly understood procedures in place regarding the
contracting out of any aspect of its fostering service.
2. Before placing a child in foster care with another authority, the responsible authority satisfies
itself as to the authority’s or agency’s status, management structures, financial procedures,
qualified staff, policies and practices, and access to a suitable potential carer who can meet the
needs of the-child.
3. The responsible authority draws up a written agreement with the authority or agency which
specifies the latter's role as an approved provider of foster care services, and stipulates
adherence to legal requirements and agreed procedures in the placement of each child.
4. The responsible authority ensures that any agency or authority to which it contracts foster care
services is conversant with the National Standards for foster care and where applicable the
Code of Practice on the recruitment, assessment, approval, training, management and support
of foster carers, and complies with both in all its service provision.
5. The responsible authority ensures that foster care services provided by another authority or
agency for a child it is looking after are consistent with the child's care plan.
6. Where placement through another authority or agency is at a distance from the authority
responsible for the child, the arrangements for supervision and support of the child are robust
and at least at a level she or he would expect if placed locally.
7. The responsible authority ensures that the carer recruited by the placing authority or agency
for each child meets the responsible authority's assessment and approval criteria and provides
a placement match consistent with the child's care plan.
8. The policies and procedures of the placing agency or authority are consistent with a
partnership approach to the care and development of each child, involving - as appropriate the child her or himself, the child's family and friends, the carer, former carers, social workers,
other professionals, and the responsible authority, all working in the best interests of the child.
9. The placing authority or agency provides adequate training, support, information and
supervision for each of its foster carers.
10. The placing authority or agency has and applies appropriate policies and procedures for
dealing with allegations of abuse or neglect by its foster carers.
11. The placing authority or agency has and applies appropriate policies for representations and
complaints by children, their families, carers, staff, or anyone else with an interest in the foster
care service.
WS097 / Edition 5 / March 2009
216
West Sussex children’s social care
Foster Carers’ Handbook
Where an authority contracts out any aspect of the provision of foster care for a child or young
person it is looking after with another authority or agency, the authority responsible for the care of
the child ensures that legal requirements for her or his care are met and the care provided meets
national quality standards and regulations for the foster care service.
Local authority fostering services that use agencies check that agency arrangements for assessment
and approval are satisfactory.
Where a local authority fostering service uses an agency to provide a foster carer, they have system to
ensure that the quality of care to be provided is clearly specified in the contract and appropriate
monitoring arrangements are in place to ensure compliance.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
217
Appendix 6
Compliments and complaints policy and
procedure for children and families
1. Legal context
The Children Act 1989, The Leaving Care Act 2000 and the National Minimum standards for Children’s
Homes 2001 all require every local Social Services Authority to formulate a complaints procedure.
Furthermore, each of the above sets out certain respective requirements from such a procedure. The
intention behind this policy is to bring together all parts of the above requirements and to follow a
similar line to the West Sussex Complaints Procedure in place for Adults, established under the
National Health Service and Community Care Act 1990.
The Social Services Department provides a wide variety of services to a very large number of people
in the county. Staff of the Department at all levels try to ensure that people receive a good service
and are always eager to receive comments but unfortunately, and perhaps inevitably, there will, from
time to time, be occasions where the service does not meet service users expectations. It is also
important to recognise that there will be times when things go wrong with a service user’s care and it
is important that service users or their representatives have an avenue down which they can make
representations. In some cases, individuals have a statutory right of appeal through the Courts or
through procedures laid down in the West Sussex Child Protection Policy and Procedures.
The procedure will be split into three stages:
1. Local Resolution
2. Independent formal Investigation
3. Independent Review Panel
It is important to note that complainants may request, or the circumstances may dictate, a Formal
Independent Investigation straight away.
This document covers the foreground to the Policy and the Local Level Stage.
2. The nature and scope of the policy
The Procedure applies to complaints received about the County Council’s discharge of any of their
functions under the following legislation and guidance:
G Part III of the Children Act, (Sections 17-30 covering support service to C&F)
G Part 5 of the Leaving Care Act 2000,
G The Care Standards Act 2000
G National Minimum standards for Children’s Homes 2001, (Standard 16).
G "Lost In Care" Recommendations 2000
The National Care Standards Commission came into force on April 1st 2002. Its regulatory functions
will impact upon this procedure, and it will therefore be updated in accordance with any procedure
subsequently set up by the Commission.
WS097 / Edition 5 / March 2009
218
West Sussex children’s social care
Foster Carers’ Handbook
Furthermore, it is noted that the Procedure should not be overly prescriptive and that the
Department should ensure that there are a variety of channels through which complaints and
representations can be made. It is the intention of this Department that it will continually work with
children, young people and staff to update the Policy in order that this may happen.
2.1 What is a complaint?
Guidance issued following the Children’s Act 1989, states that a "complaint is a written or oral
expression of dissatisfaction or disquiet in relation to an individual child about the local authority’s
exercise of its functions … and matters in relation to children accommodated by voluntary
organisations and registered children’s homes"1.
However, the Department would emphasise that it is not only keen to receive both positive and
negative feedback from service users and/or their carers and representatives, but also that it treats all
representations with the utmost sensitivity and empathy. It is also imperative that, for the purpose of
recording and monitoring, the Department clarifies what issues it will be logging under this
procedure. Therefore, if a staff member is unsure as to whether something should be logged, the
Complaints and Representations Section should be contacted in the first instance. A complaint or
compliment can be made either in writing or verbally.
Following this, the Department takes the view that a complaint or representation made to it will be
logged as such if it falls within the investigatory powers of the Children’s Complaints and
Representations Officer or the Complaints and Representations Manager. Furthermore, it is the
Department’s wish that any expression of dissatisfaction towards the service that is put in writing will
be logged and dealt with under this procedure. It is also important for staff not to be too concerned
as to whether something is or is not a complaint and a general rule should read that a complaint is
any expression of dissatisfaction against the Department if the person making it says it is.
The Department has issued a non-exhaustive list of situations below that are generally not
considered a complaint:
G A request for a service (unless it is a complaint that a request has been denied)
G A petition or circular letter
G A matter of clarification
G An isolated incident that was instantly resolved without the need for follow-up action from any
member of staff
G A staff grievance or disciplinary issue (although information from Service Users/ Members of
staff that lead to such action will be logged)
G An allegation of abuse
It should also be noted that the Complaints Procedure cannot be utilised to revisit a decision that has
been made by or is within the Courts.
2.2 What is a compliment?
It is always useful for the Department to hear when things have been done well or things are moving
along as it is envisaged they should. Furthermore, it is important for the Department to understand
what is working well so that it can concentrate on learning from these as well as the problems that it
sees.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
219
For the purpose of recording and for this document, a compliment shall be seen as any positive
remark related to the handling of an entire aspect of a service user’s care or the handling of any entire
complaint.
2.3 Who may complain?
1.
Any child who is being looked after or who is in need or in receipt of services.
2.
Any child or adult who has been in the Care of the Local Authority before their eighteenth
birthday, no matter when that may have been.
3.
A relevant child as detailed in Section 23A or 23C of the Leaving Care Act 2000
4.
A person qualifying for Assistance under the Leaving Care Act 2000
5.
A person falling within Section 24B(2) of the Leaving Care Act 2000
6.
Any person with parental responsibility for the child or any full-time carer.
7.
Any Local Authority foster parent. (See 2.4)
8.
Such other person considered to have sufficient interest in the child's welfare, including such
people as recognised advocacy services, Doctors, teachers and youth/ play workers. This
decision will be taken by the Complaints & Representations Manager alongside Legal advice as
felt appropriate, taking into account the Data Protection Act, the Human Rights Act and other
such legislation regarding disclosure of information.
Checks should always be made with a child or young person(subject to his/her understanding) that
the person submitting the complaint is reflecting the child’s own views.
Where it is decided that the person is not acting on the child's behalf, the Authority may still accept
that the complaint is eligible under the Act and careful consideration will be given to disclosure of
information in these circumstances. Anonymous complaints are not covered although such
representations will be looked into and any appropriate action will be taken.
2.4 Foster parents
Foster parents may not make complaints under this procedure on their own behalf except in
connection with decisions about ‘usual fostering limits’ This procedure is not an appeals procedure.
Separate procedures exist under the Children Act for appeals against fostering limit exemptions.
Furthermore, although other procedures are planned for Foster parents they may make complaints
on their own behalf using the procedure established in accordance with the NHS and Community
Care Act 1990 provided they are qualifying individuals under that procedure. They, and others, will
have access to the general complaints procedure of the County Council
Appeals against Court Orders are not covered by this procedure, since they are a matter for the Court.
However, there may be occasions when a complaint is dealt with whilst court proceedings are in
hand. (see para 2.6)
There are separate procedures for grievance and disciplinary matters for staff. Such matters are not
covered by this procedure (See Section 2.5).
WS097 / Edition 5 / March 2009
220
West Sussex children’s social care
Foster Carers’ Handbook
2.5 County council complaints procedure
In addition, the County Council has a general procedure. In terms of Social Services, the County
Council procedure picks up matters that do not fall within the above definition e.g. complaints by
non-qualifying individuals and issues raised by neighbours of Local Authority run establishments. It
is, however, reasonable at local level (i.e. stage one) for such complaints to be dealt with in line with
the identified structure. Complaints under this procedure that are not resolved at local level will be
reviewed by the Complaints and Representations Section and a final response from the Department
will be sent by the Director for Social & Caring Services. The complainant then has recourse to the
Chief Executive if he/she remains dissatisfied.
The final decision as to whether a complaint is covered by this procedure (under the Childrens Act
1989) or under the County Council Procedure lies with the CRM for SCS.
2.6 Concerns by staff
This procedure is not intended for staff wishing to raise concerns about other departmental staff. The
Department recognises that it, and therefore, all staff working for it have a duty of care towards
children in receipt of services and particular issues may arise for looked after children. We have
developed a "Speakout Policy" in line with the Waterhouse Report for the use of all staff currently
working in Residential Care for children. A copy of this policy can be obtained from the Children’s
Provider Services Manager or the Personnel Services Unit (PSU). However, it is right to remind all staff
of their responsibilities under the Speakout Policy.
It should also be noted that WSCC has a Confidential Reporting policy for all staff, (covering all
services) a copy of which should be included in a Staff Members Induction pack and can also be
obtained from the PSU.
If a staff member has a particular grievance about any matter arising at work, they should in the first
instance turn to their Line Manager or their Grievance Officer where possible or appropriate. This
person should also be the original point of call if a Service User brings a complaint or concern to light.
However, the Complaints and Representations Section can be utilised in this instance to give further
advice if necessary.
2.7 Court proceedings
The Department recognises that Court Proceedings, especially in terms of Child protection can be
contentious and often generate complaints or representations. The Courts provide an independent
forum within which any person who is or may become a party can make representations or challenge
the actions of Social Services. This will include specific actions connected with the proceedings as
well as the outcome of those proceedings. The powers of the Courts must take precedence over the
Department’s complaints procedure.
Within court proceedings people have the right to make their own applications and have rights of
appeal to higher courts. If an issue is raised after the court proceedings have been concluded, the
individual is out of time to address the Court and/ or there is no other appropriate route for the
individual to follow, then this procedure may be deemed appropriate. The Complaints and
Representations Manager will take this decision after taking legal advice as necessary.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
221
If a staff member outside the Complaints and Representations Section is consulted by a service user
or qualifying individual with regard to whether a complaint can be brought under this procedure, the
staff member should always refer them to the Complaints and Representations Section. The
Complaints and Representations Manager or their nominated Deputy will take the final decision on
whether a complaint can be brought under this procedure.
Matters that are referred back to the Complainant with advice to challenge in the Court arena will not
be recorded as a complaint but will be logged as a representation by the section.
2.8 Child protection procedures
The Area Child Protection Committee (ACPC) in its procedure manual lays out specific guidance as to
when a Complaint should be responded to under that procedure. The ACPC procedure should always
be invoked where the complaint is against the actions of a member of staff in the Child Protection
Conference about the conference process eg exclusion of invitees etc, or when it is against the
Conference decision. Any other complaint about the Social Services Department or its staff’s actions
shall be answered through the procedure as detailed herein or through the County Council
procedure.
2.9 Complaints and representations officer:
the children’s complaints officer
Following the publication of the Government’s response to "Lost In Care" (also known as the
Waterhouse Report), West Sussex Social Services appointed a Complaints and Representations Officer
dedicated to Children & Families.
Amongst the duties of this post are
1. To act in the best interest of the child
2. On receiving a complaint to offer to meet the affected child and the complainant, if it is not
said child.
3. To ensure that the child is aware of the Independent Advocacy Service operating in West
Sussex. This is currently the Participation, Rights and Advocacy Project managed by The
Children’s Society. (See Also 2.12)
4. To advise Local and/ or Service Managers on their handling of complaints and service users on
the most appropriate way forward
5. To manage complaints through the Formal Stages.
6. Thereafter, to consult with appropriate staff and managers in relation to the most appropriate
way of handling the complaint
7. To record all complaints in line with the guidance issued later in this document.
8. To ensure that all learning generated by Complaints is passed through the Department and the
wider County Council, as appropriate, so as to inform future practice
WS097 / Edition 5 / March 2009
222
West Sussex children’s social care
Foster Carers’ Handbook
2.9 Child and family court services (CAFCASS)
The CAFCASS Board are currently implementing a specific complaint procedure aimed directly at the
delivery of family court support services. The procedure detailed herein will run alongside that
procedure. If a complaint crosses both procedures the Complaints and Representations Manager will
liase with the CAFCASS manager and a decision will be taken as to how best to proceed.
2.10 Health authority and primary care trusts
The Complaints and Representations Section is currently working alongside the Health Care Trusts to
look at a joint protocol for complaints handling.
It is currently the view that where a complaint relates to one agency or the other or where the issues
are easily separated that the relevant complaints procedure for that agency should be followed.
However, the views and wishes of the service user or complainant should be taken into account and
agencies will ensure that the service user is not disadvantaged. The Complaints and Representations
Officer in liaison with the Complaints and Representations Manager, and in the absence of national
guidance, will endeavour to facilitate a joint investigation or co-ordinated approach wherever it is
deemed appropriate.
2.11 Participation, rights and advocacy project (PAR)
West Sussex Participation, Rights and Advocacy Project has been set up by The Children’s Society in
partnership with WSCC for children and young people involved with Social Services. The Project
offers an Independent Visiting Scheme as well as advocacy and support.
The Project Manager and the Complaints and Representations Officer meet on a regular basis to
undertake some joint work within the Department, to update on individual complaints and consider
issues arising from Complaints and Representations that should inform future practice.
It should be noted that where the complainant is a child, they must be made aware of the
independent advocacy service at the earliest opportunity. If they decline this service they should be
reminded in all correspondence that such a service exists.
For further details on the Project, please telephone freephone 0800 0152 582.
2.12 Confidentiality and data protection
It is essential to bear in mind confidential aspects of any communication with service users, in
particular where sensitive, personal information is concerned or where information is given by a third
party.
The Data Protection Act (supplemented by the Human Rights Act) contains the rules and principles
governing the use of personal data and staff must seek advice before taking action which may be
covered by those rules. These concern rights of access to data by the subject as well as rules for
protecting the confidentiality of others. Consideration should be given to whether it is necessary to
disclose such data as part of the complaint process, and to the effects on the person who is the
subject of the data. Where data concerning or provided by third parties are affected their right to
make representations about disclosure should be respected. Respecting Data Protection principles
should also ensure compliance with Human Rights rules on privacy.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
223
3. The procedure
The Complaints Procedure is set out in three distinct stages and the Department of Health is
currently taking representations from individuals and groups about these. Therefore, the terms used
here are working terms and may be clarified during the course of 2002.
3.1 Time limit for making a complaint
Although the Department recognises that there is no upper time limit on pursuing a complaint, there
are problems associated with investigating more historical events :
G The likelihood of contacting all the interested individuals is less.
G Memories have faded
G Records may be unavailable
G Staff have changed or moved on
G Procedure/policies/practices have altered
However, the Department recognises that the reasoning behind a person complaining after a
considerable amount of time often need careful consideration and that leaving time limits open may
lead to:
G Past abuse coming to light
G Young people becoming more confident to talk/ speak out when they are older
G Young people having left the service may no longer feel dependent upon the Department and
more ready to challenge previous decisions.
G Maturing young people become more able to discuss past traumatic events
Bearing both these arguments in mind, and staying in line with the Local Government Ombudsman
approach and recent comments from the Department of Health, this Department has decided that it
will place a twelve-month time limit within which complaints will be accepted. Where the events have
stretched over a period of time, the period of eligibility will start from the last contact date.
However, complaints made by people who were receiving a service as a child, young person or
vulnerable adult, or were a looked after child or the subject of child protection procedures will be
exempt from this time limit.
Furthermore, that the Local Authority will use its discretion in exceptional circumstances as to
whether or not it will accept a complaint outside of the framework. It will then give its reasons as to
its decision to the complainant who would retain the right to challenge this decision through the
Ombudsman or Judicial Review.
4. Local level resolutions: stage one
This is also referred to in the Children’s Act 1989 as "Problem Solving" and seen as the first stage in
the statutory complaints procedure. It is seen as a time when, through conciliation and negotiation,
complaints and representations are dealt with without the need for an independent investigator to
be appointed.
If any member of staff receives a complaint that falls within this procedure, (if there is any doubt then
advice and support should be sought from the Complaints & Representations Officer or the
Complaints & Representations Manager when the complaint is first received) it will be reported to the
WS097 / Edition 5 / March 2009
224
West Sussex children’s social care
Foster Carers’ Handbook
Complaints and Representations Officer. The initial response will be overseen by the Team Manager
or the Service Manager and will be completed within a maximum of 14 calendar days if it is regarding
a young person’s current service or if brought by a young person, or 28 calendar days if not. The
complainant will, at all times be kept informed of the progress of their complaint.
If the complaint is about a particular member of staff then that person will not be the person who
oversees the investigation and final response. The staff member will, of course be given every
opportunity to contribute during the investigation and before the response is sent.
If the Complaint is addressed to the Executive Director, Adults and Children it should be faxed to the
Complaints and Representations Officer who will then agree with the Service Manager as to what
stage it will be handled at.
If the Complaints and Representations Section receives a complaint directly or via the Director for
Social & Caring Services, the Chief Executive, County Councillors, MPs etc. an analysis of how the
complaint has been handled to-date will be undertaken. The Section will make contact (as necessary
in the individual circumstances) with the nominated support person (see section 5.1) to see whether
the complaint is known and has been responded to directly at the Local Level.
If the complaint is considered capable of being resolved at local level the Complaints and
Representations Section will refer the complaint to the Service Manager for him/her to take forward
and respond directly to the complainant, as above. The Complaints and Representations Section will
acknowledge receipt of the complaint from the complainant, enclose a Complaints Leaflet and
inform the complainant that the matter has been passed to the Locality Office and the name of the
person who will be responding. The complainant will also be informed that the response will be with
them within fourteen days of receipt by the locality office.
However, there may be occasions where the complainant, the Service Manager or the Complaints &
Representations Officer believe that this would not be an appropriate way forward. In these
circumstances the complaint will be handled directly by the Children’s Complaints & Representations
Officer. In order for this to happen, they will require, from the Service Manager, background
information and papers, full answers to questions raised by the complaint or a draft response. The
Complaints & Representations Officer will then ensure that the Service manager has time to
comment on the final response before it is sent out. This gives the Service manager a chance to
correct any factual inaccuracy but does not give them the right to veto the answer. If the Childrens
Complaints Officer has met the child or the complainant the timescale would start from the date that
the complaint is agreed.
There may also be times when although the complainant has requested for their complaint to be
handled under stage two of the procedure (formal investigation) the Complaints and
Representations Officer believes that there is an opportunity for a further investigation to be handled
with the Complaints and Representations Team. If this is the case, the Complaints and
Representations Officer will discuss this possibility with the complainant and decide on the most
appropriate way forward.
Whilst a Complaint is being handled at Local Level, it is the responsibility of the Service Manager to
keep the relevant Group Manager informed of the current progress. This responsibility will only be
taken on by the Complaints and Representations Team once the complaint is being formally handled
by them.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
225
Where a County Councillor or an MP has made an enquiry, on behalf of a constituent, to the Director
for Social & Caring Services, the response will be co-ordinated by the Complaints and Representations
Section and signed off by the Director.
On these occasions, the Complaints and Representations Section will require a draft response and
any relevant background papers from the Service Manager
The Complainant has, at any time during this stage, the right to request that their complaint be
investigated under Stage two of the procedure, when an Independent Investigator will be appointed
to oversee the handling of the complaint.
4.1 Responding to complaints
No matter how complaints are received by the dept, the response should always be finalised in
writing. If a response has been given orally or by e-mail, a written response should be posted
immediately to confirm it.
It is important that any response given is seen by the complainants as an individual piece of
correspondence from the Department to themselves. Any response should take account of specific
feelings and circumstances. Consideration should also be given to meeting with the Complainant if it
is felt this may bring the complaint to a full and timely resolution.
The response should be clear about whom it is from and include definite outcomes on the following
lines:
G Contact numbers should the complainant wish to clarify any matters in the response
G Contact details if the responding officer is not reasonably able to deal with all the points made
G Information on who should be contacted if the individual remains dissatisfied with the
response made
It is also important to ensure that all the points raised by the complainant are covered and answered
with full explanations offered wherever possible. Furthermore, the response should be clear about
the facts and should avoid jargon.
4.2 Further legal actions and implications
Those receiving or dealing with complaints should be alert to the possibility of a legal claim arising
from the complaint. If this is the case it is imperative that legal advice is obtained at the outset. Legal
Services will also be able to assess the implications for the Authority’s insurance policy and decide
whether the complaint should better be handled as a formal claim against the Authority or its
insurance policy.
It may also be necessary to check responses to complaints with Legal Services as any admission of
liability may affect possible future claims against the Authority.
The involvement of Legal Services should not be permitted to frustrate or cause undue delay in the
complaints process so prompt referral to them is vital.
WSCC views complaints and representations as a positive way to move forward and sees them as one
mechanism from where future practice should be gleaned. Therefore it is important that if any of the
complainant’s points are found to be justified that the response acknowledges this.
WS097 / Edition 5 / March 2009
226
West Sussex children’s social care
Foster Carers’ Handbook
4.2 Freezing decisions
It is the belief of the Department that, wherever possible, a decision that affects service users should
not be taken whilst the complaint is under investigation, in order not to pre-empt the outcome.
Furthermore, that the Complaints and Representations Manager has the right and the ability, to halt
or postpone a decision that is subject to a complaint.
Such a decision will only be taken with liaison between the Complaints and Representations
Manager and the relevant Service Manager. If there is disagreement on the way forward the decision
will be passed to Head of Service or the Director for a final decision.
There may also be times where the Courts have directed the Department to take some action or to
make a decision, and in these circumstances the Department will follow the Court’s instructions.
4.3 Implementing decisions at local resolution stage
The Department is committed to implementing all decisions that come out of complaints, no matter
at what stage the complaint is handled or concluded.
Once a decision has been taken to implement an outcome or recommendation of a complaint, it is
the responsibility of the Complaints & Representations Manager to liase with the Head of Service in
order to identify who is responsible for taking that recommendation forward. Following this, the
Director will report the progress of the recommendations to the Select Committee on a quarterly
basis.
Furthermore, it is the responsibility of the Children’s Complaints & Representations Officer in
conjunction with the Complaints & Representations Manager to keep complainants informed of the
above progress. However, if the outcome is case specific or operational to an individual’s service, this
responsibility will transfer to the Service Manager.
5. Recording of complaints and reporting to the director
In accordance with the Representations Procedure (Children) Regulations 1991, the Department
keeps accurate records of Complaints, of their outcomes and whether they fell within compliance
times.
Furthermore, in line with the Regulations the Department compiles an Annual Report on the
operation of the Complaints and Representations Procedure.
Consistent and accurate recording is a vital part of the Complaints Procedure system. The information
is important for a number of reasons:
G It is an indication of the level of activity. However, higher numbers should not be seen as
detrimental to the dept. This may be an indication that the Department has easy access by its
service users and that complainants believe that making by making representations their voices
are heard.
G Demonstrates that the complaint was seriously considered
G Assist with performance tracking
G Assist with performance management
G Helps ensure that the dept learns from complaints and issues arising are feedback
appropriately to aid the dept’s continuous improvement.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
227
The handling of complaints and the reporting of such is the responsibility of Social Services
managers and the Complaints & Representations Manager. However, the relevant Head of Service will
be informed of the outcome of any Complaint handled under Stage Two of this procedure. They will
also be informed of any complaint that involves an allegation of abuse or serious misconduct by a
staff member or foster carer. In these circumstances the Deputy Director will take the lead on the
investigation.
5.1 Nominated support person
This person is a nominated individual from support services in a particular service area. They have the
responsibility for co-ordinating the recording and tracking of the complaints at a Local Level and to
bring the information for local level management meetings and for the returns to the Complaints
and Representations section.
The following system should be utilised for local level recording:
1.
Individual records should be completed within the Service Area
2.
The NSP will then monitor the progress of the complaints in terms of performance tracking
3.
The NSP submits, on a monthly basis, the individual records to the Complaints and
Representations Section for inclusion on the respond system
4.
At the quarter end, the Complaints and Representations Section will provide a return to the
Locality/ Service Team detailing all the complaints for their area along with information about
the learning aspects. The Head of Operations is then responsible for disseminating the
information to the relevant teams via the Service Manager.
5.
The Head of Service should ensure that there is a regular slot at the "managers meeting" e.g.
quarterly to review complaints activity etc
6.
The Complaints and Representations Section will provide a copy of the quarterly return to the
Head of Service for information.
WS097 / Edition 5 / March 2009
228
West Sussex children’s social care
Foster Carers’ Handbook
Appendix
Complaints in children’s residential establishments
In accordance with the National Standards for Children’s Homes, children, their families, and
independent visitors will be provided with information on how to complain including how they may
access the Independent Advocacy Service and the Complaints and Representations Officer dedicated
to Children and Families. Where appropriate, this advocate should be suitably skilled e.g. in signing or
in communication.
The Homes complaints procedure will
G Enable children, staff, family members and significant others to make both major and minor
complaints
G Precludes any person who is the subject of a complaint from taking any responsibility for the
consideration of the complaint
G Expressly forbids any reprisals against children for making complaints and representations.
Furthermore, any staff member found to have done so will face disciplinary action.
G Includes provision for informal resolution for the complaint and for the child or complainant to
have the complaint investigated further under both the informal and formal stages of the
complaints procedure.
G Provides appropriately for the handling of complaints against the manager of the home and
the Registered Person
G Requires a written record to be made and kept of the person making the complaint, date of the
complaint, nature of the complaint, action taken and the outcome of the complaint. This will
include to whom any further action has been passed for consideration.
G Does not restrict the action that may be complained against
G Provides for relevant issues to be referred promptly to other procedures
G Is accessible in a suitable form for any child with a disability
G Provide for complainants to be kept informed about their progress of their complaint and to be
provided with details of the outcome in a suitable format
Each home will also ensure that all children, staff, family members and significant others to make
complaints to the NCSC and details of how they may do so.
All staff will receive training in the Complaints Procedures covering the following areas:
G What constitutes a complaint
G What procedure is followed for dealing with an informal complaint in the home and how this is
recorded
G To whom a complaint is made outside of the home
G The procedure to be followed should a complaint not be resolved promptly by informal means
G How a child may be assisted in making a complaint, including if they have communication
impairment
G Equal Opportunities and Harassment and bullying
G Confidential Reporting policy
G Data Protection
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
229
Appendix 7
Education matters
Introduction
This handbook has been written to help foster carers find their way around the education system and
get the best for the young people in their care. The education of young people is being taken very
seriously by national and local government and many new ideas and initiatives have been
introduced. Below is a brief guide to some of these:
G Social inclusion The Government has a social inclusion policy. This means that the aim is for
everyone to be included in society and have access to education, healthcare, employment and
other services. It is about increasing life chances and choices for everyone.
Education is a very important part of this. The Government has issued guidance to Education
and Social Services explaining how they are going to raise the educational attainment of
looked after children.
G Education protects The message is that education is central to protecting and promoting
young people’s life chances. It is their passport to a better future – this is what is meant by the
term Education Protects.
The government guidance sets out a number of measures to help Social Services, Local
Education Authorities, carers and school in their role of ‘corporate parent’ to promote the
education of children in their care.
G Corporate parenting A corporate parent is someone involved in a parenting role with a
looked after child. The diagram over the page shows how many people could be involved in the
care of a looked after child. One of the most important ideas about corporate parenting is that
everyone should do at least what a good parent would do to help support the child. It is also
important that corporate parents work together to help the child. Carers are key people, as you
know the child well and have day to day contact with him or her.
What is corporate parenting?
The term ‘corporate parenting’ emphasises the collective responsibility of Local Authorities to be
accountable and to achieve good parenting. Meeting the needs of the looked after child/young
person requires agencies to work co-operatively.
It is expected that corporate parents will do at least what a good parent would do. Good results for
each looked after child/young person depends on their receiving a range of co-ordinated support
aimed to help them develop to their full potential.
The records that are kept by the corporate parents focus attention on all aspects of the child’s/young
person’s development, including what is going well and any difficulties experienced.
Best practice suggests that good corporate parents:
G prioritise education;
G have high expectations;
G change and challenge attitudes;
G prioritise early intervention;
G listen to children;
WS097 / Edition 5 / March 2009
230
West Sussex children’s social care
Foster Carers’ Handbook
G
recognise the value of education in increasing positive outcomes and greater life chances for
young people.
It has been seen that lack of co-operation between agencies can impair the educational outcomes of
looked after children/young people. Evidence suggests that close co-operative planning between
agencies can greatly raise the attainment of this group of children.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
231
Potential corporate parents
Designated Teachers
Health
Teachers
Non-teaching
Assistants
School Governors
Education Welfare
Officer
Guardian
Local Education
Authority Officers
Social Services
Management
Independent
Visitor
Social Worker
Connexions
Personal
Adviser
Residential Social
Worker
Elected
Members
Sessional worker
Parents
Leaving Care Team
Foster Carers
Family Placement Worker
Local Health Authority
WS097 / Edition 5 / March 2009
232
West Sussex children’s social care
Foster Carers’ Handbook
Admissions
Admission to primary school
Though the headquarters of the Local Education Authority (LEA) are at County Hall in Chichester,
there is a northern LEA base in Crawley (01293 895318) and a southern base at Worthing (01903
708141). If you are wishing to contact the Admissions offices directly you should phone 01293
895318 for the north and 01903 839141 in the south.
Education Protects, the DfEE document offering guidance on the education of children and young
people in public care introduces the following measure: ‘Securing the educational placement is one
of the main criteria which must be used in identifying a suitable care placement. This should usually
mean a full-time place in a local mainstream school, commencing without delay.’
The government also expects local councils to set a maximum time limit of 20 school days within
which they must secure an educational placement for any pupil in public care. It will be a full-time
place in a local mainstream school unless circumstances of the child make full-time or local or
mainstream provision unsuitable.
Education for 4 year-olds
The West Sussex Partnership has prepared an Early Years development and childcare plan which
enables all eligible 4 year-old children in West Sussex to have the opportunity of taking up a free
part-time Early Years education place.
Parents can decide the type of setting they would like their child to attend, subject to availability.
Full details of the types of settings and children’s entitlement can be found in the booklet
‘Early years services – a guide to parents’.
1. Primary Education in West Sussex
Primary schools are grouped by age range and type:
G Nursery for
3 to 4 year olds
G Infant for
4 to 7 year olds
G First for
4 to 8 or 4 to 10 year olds
G Primary for
4 to 11 year olds
G First & Middle for
4 to 12 year olds
G Junior for
7 to 11 year olds
G Middle for
8 to 12 year olds
2. Secondary Education in West Sussex
There are four types of mainstream school maintained by the LEA: community, voluntary controlled,
voluntary aided and foundation. The latter two have an independent governing body responsible for
admissions.
When your child changes school will depend on the age range of your child’s current school. Your
child could move at 10, 11 or 12 years old because there are middle schools in a number of places
throughout the county.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
233
3. Starting school
The law says that if a child’s 5th birthday falls between the 1st & 31st August they will then become of
compulsory school age on the 1st September.
If a child’s 5th birthday falls between 1st September and the 31st December they will become of
compulsory school age on 1st January.
If the child’s 5th birthday falls between 1st January and 31st March they will become of compulsory
school age on 1st April.
If you wish your child to start earlier they may in West Sussex start school at the beginning of the
school year in which they reach their 5th birthday. For some this will start on a part-time basis.
4. Which school ?
The child’s school is normally the nearest school to where the child lives. If you are unsure as to which
school this is then call your local Education Office. Most community schools serve a designated
catchment area.
If you want to find out about a particular school you will find that each school issues a prospectus
which includes all essential information.
You can express a preference for any school, though popular schools may be oversubscribed.
If you want your child to go to a church (aided) school you are advised to contact the headteacher of
the school in which you are interested as they control their own admissions.
5. The admissions process
Children who are due to start school in the September will be sent an application form in the
preceding autumn term showing the designated school for their address and inviting them to
express a preference for a school.
You will need to apply before the 1st of March for admission in September. Late applicants may find
that all places in a preferred school are filled.
Where there are more applicants than places, allocation is in order of priority, which can be obtained
from West Sussex County Council.
You will be informed by the end of May if your application has been successful. If unsuccessful, you
have a right to appeal.
6. Concerns
If you have a concern about any aspect of your child’s education you should in the first instance make
contact with the headteacher. If you are unsatisfied with the response then you can take your
complaint to the head of the school governors by writing to the clerk of the governors at the school.
If you are dissatisfied with the decision of the governors then you can refer your complaint to the
county council by writing to the Education Officer for the area in which the school is situated.
7. School admissions for children with special educational needs
If the school say that they are unable to cope, remember that the School Admissions Code of Practice,
section 5:19, states that a school cannot:
G Refuse to admit a child because they feel unable to cater for his/her special educational needs
WS097 / Edition 5 / March 2009
234
West Sussex children’s social care
Foster Carers’ Handbook
G
Treat children with special educational needs any less favourably than other applicants
G Refuse to admit the child because s/he does not have a statement, is being assessed, or the
school feel should be assessed
If you would like your child to attend a special school your child will require a Statement of Special
Educational Needs. Admission to Special schools varies from one school to another. The Named
Officer will assist you if you cannot get the information you require directly from the school.
Transport to school
A Carer will qualify for help with travel only if the child is under 8 and has to travel more than 2 miles
to their designated school or alternatively is 8 or over and has to travel 3 miles or more to their
designated school.
If the child attends a designated special school and the authority considers the transport is necessary,
it will be free regardless of distance from home to school.
When the child’s place has been confirmed, application for assistance with travel should be made to
the School Transport Team, County Hall, Chichester. PO19 1RE (01243 753530)
A brief guide to the national curriculum
The Education Reform Act 1988 established a National Curriculum and a programme of assessment
and testing for all pupils in maintained schools, including special schools.
The National Curriculum prescribes courses of study in three core subjects - English, Maths and
Science and in seven foundation subjects - Design and Technology, Information Technology, History,
Geography, Art, Physical Education and Music; in secondary schools a modern language is added.
Children's progress is measured by a combination of the class teacher's own assessment and national
standardised attainment tests (SATs) which are taken by children at ages 7, 11 and 14. Results of both
the teacher's assessment and the SATs results are fully reported to parent, together with information
on the average results attained in their area and nationally.
Key stages
This means that a child is following the national curriculum programme of learning for a set age
group and working towards set goals and targets. The child's achievement in gaining these goals and
targets would be tested via their SATs exam.
G Key Stage 1
Age 5 to 7
SATs test at age 7
G Key Stage 2
Age 7 to 11
SATs test at age 11
G Key Stage 3
Age 11 to 14
SATs test at age 14
G Key Stage 4
Age 14 to 16
At Key Stage 1 most pupils achieve Level 2.
At Key Stage 2 most pupils achieve Level 4.
At Key Stage 3 most pupils achieve Level 5.
What are the SATs tests for?
The tests will enable teachers and parents to check whether children are reaching the national
standards set out in the National Curriculum and to provide help where children fall short of national
standards. In time it will be possible to compare how the same children did in the tests at age 7, age
Doc 925 / Edition 2 / January 2005
West Sussex children’s social care
Foster Carers’ Handbook
235
11 and at age 14. This will help to show how much progress children have made over time and
identify where help is needed when children fall short of national standards.
The West Sussex Personal Education Plan records SATs results.
What the SATs tests are like?
G
G
G
G
G
G
G
G
G
The tests concentrate on the basics.
7 year olds are tested in Reading, Writing, Spelling, Handwriting and Mathematics.
11 year olds and 14 year olds will be tested in English, Mathematics and Science.
The tests will show whether children have reached the National Curriculum learning targets for
which they have been aiming in their school work.
The tests are spread over a week in May, so it is important to make sure that this is not a time
that looked after children are absent.
When children are educated out of their usual year group they are assessed when they reach
the end of the Key Stage. For example, a pupil kept behind for a year will take the tests with
their year group, not with their peers.
Assessment results for Key Stage 1 are gathered by each Local Education Authority and
forwarded to the DfEE. Assessment results for Key Stages 2 and 3 are gathered by national data
collection agencies. Results are then sent on to the Local Education Authority by the DfEE.
From 1999 all Local Education Authorities should have pupil data available for all Key Stages.
the DfEE is developing a system for recording each pupil's data against a unique pupil number (UPN).
Year / age
Stage
Reception
(3 to 5)
Foundation
Year 1 (5 to 6)
Key stage 1
Tests and other stages
National tests and tasks in English and Maths.
Year 2 (6 to 7)
Year 3 (7 to 8)
Year 4 (8 to 9)
Progression from First to Middle school.
Key stage 2
Year 5 (9 to 10)
Year 6 (10 to 11)
National tests in English, Maths and Science. Progression from
Junior to Secondary School.
Year 7 (11 to 12)
Progression from Middle to Secondary school.
Year 8 (12 to 13)
Key stage 3
Year 9 (13 to 14)
Year 10 (14 to 15)
Year 11 (15 to 16)
Key stage 4
National tests in English, Maths and Science.
Options for Years 10 and 11 chosen.
Work experience undertaken. GCSE (General Certificate of
Secondary Education), GNVQ (General National Vocational
Qualification) or other national qualifications taken.
WS097 / Edition 5 / March 2009
236
West Sussex children’s social care
Foster Carers’ Handbook
The SEN code of practice 2002
The Code describes how help for children with special educational needs in schools and early years
settings should be made by a step-by-step or graduated approach. Schools must take account of the
guidance when they write their SEN policies.
Basic Principles of the Code of Practice
G
All children with special educational need should have their needs met.
G The special educational needs of children are normally met in mainstream (ordinary) schools.
G Your views, and those of the young person, should be taken into account.
G You have a vital role in supporting your child’s education.
G Children with special educational needs should get a broad, well balanced and relevant
education, including the National Curriculum.
The graduated approach recognises that children learn in different ways and can have different levels
of SEN. So increasingly, step by step, specialist expertise can be brought in to help the school with the
difficulties that a child may have.
School action
When a child is given extra help in school because they have special educational needs, you must be
informed about this help, which could be anything from a different way of teaching certain things to
help from an extra adult or use of particular equipment. These arrangements should be written down
in an Individual Education Plan (see glossary).
School action plus
If the child does not make enough progress, the teacher or the SENCO should then talk to you about
asking for advice from other people outside the school. They might want to ask for help from, for
example, a specialist teacher, an educational psychologist, a speech and language therapist or other
health professionals.
Assessments and statements
Most children’s needs can be met by their ordinary school, sometimes with the help of outside
specialists. In a few cases, the local education authority (LEA) will have to make an assessment of a
child’s educational needs, based on specialist advice. If the LEA then decide that the child needs
special help, they must write a statement of special educational needs – usually called "a statement".
Useful contacts
G
G
G
West Sussex Parent Partnership Service, 01243 752115 or 752057
DfES Publications Centre (for copy of Code of Practice), 0845 602 2260
Advisory Centre for Education , 0207 354 8321
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
237
Choices at 16
During Year 11, young people need to be thinking about what they want to do in the future. It is an
important decision, so they should prepare for it thoroughly. Choices and decisions made by a young
person at this time will have a great effect on their future life choices. Their school will give them
information and guidance, but they will probably need more help. Encourage them to ask advice
from as many people as possible.
Personal advisors
Under the Children (Leaving Care) Bill 2000, every young person aged 16 or over is entitled to the
support of a Personal Advisor, to co-ordinate the services they need. The role of Personal Advisor will
be to:
G Provide a first point of contact for the young person:
G Be involved in assessing the young person’s needs:
G Negotiate a pathway plan in agreement with the Local Authority and the young person;
G Monitor progress and review the pathway plan (every six months - more frequently if required);
G Act as a broker, co-ordinating the services of other agencies and individuals;
G Keep in touch regularly with the young person;
G Make contact with the young person if they go missing.
Note: there seems to be some overlap between the roles of the Personal Advisor and the Connexions
service. It is probable that the Personal Advisor for young people leaving care will be their
Connexions advisor.
What carers can do to help
Find out what is available:
G Some looked after young people are not attending school. Carers can make sure that the young
person does not lose out on career guidance. They can contact the Careers Service direct (see
contact numbers below).
G Colleges offer a wide range of options and are quite different from schools. Which would be
more suitable?
G There are training programmes and apprenticeships available.
G Programmes such as Learning Gateway offer support to young people who don’t know what to
do next.
G Encourage them to have an interview with a Careers Adviser and help them think about what
they want to discuss before they go. They should take their Record of Achievement, if they have
one.
G Encourage them to go to Open Days/Evenings at the local college or school, to get a feel for
what is on offer. You can find out about these in the local paper or by phoning the local college.
G Help them to think about the information they have been given, and encourage them to think
about all the options.
WS097 / Edition 5 / March 2009
238
West Sussex children’s social care
Foster Carers’ Handbook
Sources of help and advice
Internet sites
G
G
G
G
www.connexions.org.uk - The Connexions website, for young people and parents/carers. This
site is divided into sections. The most useful for choosing options are:
www.dfee.gov.uk/iyc - lt’s Your Choice
www.dfee.gov.uk/wwn - Which Way Now
www.dfee.gov.uk/dqn - Don’t Quit Now - This site is aimed at 15 and 16 year olds who are at risk
of dropping out of education.
West Sussex Careers
G
G
G
G
Chichester Careers Service
Crawley Careers Service
Worthing Careers Service
Horsham Careers Service
01243 537799
01293 528374
01903 205612
01403 261465
Connexions and local college contacts
G
G
G
G
G
G
G
Chichester College
Crawley College
Haywards Heath College
Collyers College (Horsham)
Brinsbury College (Pulborough)
Northbrook College (Worthing)
Worthing College
01243 786321
01293 442200
01444 456281
01403 210822
01798 877400
01903 606060
01903 243389
School exclusion
This information on exclusion is based on the statutory guidance issued by the Department of
Education and Employment, circular number 10/99.
Schools must maintain discipline and good conduct to secure an orderly learning environment so
that teaching and learning can take place. Schools therefore need to have a range of strategies to
support good behaviour. They must have a discipline policy and a range of alternative strategies.
The Government has set a target to reduce the number of exclusions by one third by 2002.
There are 2 types of Exclusion: Fixed Period Exclusion or Permanent.
The decision to exclude a child for a fixed period or permanently should be taken only:
G In response to serious breaches of a school’s discipline policy; and
G Once a range of alternative strategies have been tried and failed; and
G If allowing the pupil to remain in school would seriously harm the education or welfare of the
pupil or of others in the school.
Only a head teacher can exclude the pupil from school.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
239
(If a head is away from school then the next senior teacher can act in the stead of the head, making it
clear that they do so in the head’s absence)
Before reaching a decision, the head should:
G Consider all the relevant facts and firm evidence to support the allegations made and take into
account the school’s policies, including the equal opportunities policy;
G Allow the pupil to give their version of events;
G Check whether an incident appeared to be provoked by racial or sexual harassment;
G If necessary, consult others, being careful not to involve anyone who may later take part in the
statutory review of their decision, e.g. one of the discipline committee.
Length of fixed term exclusions:
G Fixed term exclusions must not exceed 45 days in a school year.
G Each exclusion should be for the shortest time necessary. If the exclusion is for more than 1 day,
then the school should set and mark work.
Exclusion procedure
The following should happen after every exclusion:
The head must inform the pupil’s parents or carers immediately. The head must send a letter setting
out:
G The specific reason for the exclusion;
G All the steps taken previously by the school to avoid exclusion;
G The length of the exclusion;
G Arrangements for the pupil’s education whilst out of school;
G The right of parents/carers to see the pupil’s full school record (request to the Board of
Governors).
When the fixed term exclusions amount to a total of more than 5 school days or the exclusion is
permanent, there is the right to appeal to the Discipline Committee. The parent or carer should write
to the Discipline Committee to let them know that they want to make oral representations.
If the exclusion is for between 6 and 15 days in a term, the Committee must meet between the 6th
and 30th day following the exclusion. If the exclusion is permanent or for over 15 days in a term, the
Committee will meet between the 6th and 15th day.
The LEA will also be invited to the meeting to state their opinions (representations). The LEA cannot
direct the Head to reinstate the pupil but will act to advise the school of how other schools have
dealt in similar circumstances.
Before the meeting happens, the parent/carer will be asked to send a written statement to the
Discipline Committee. After hearing the case, the Committee will decide whether to uphold the
Head’s decision.
If the exclusion is permanent, and the Discipline Committee does not reinstate, the parent/carer may
appeal to an independent Appeal Committee. The Appeal Committee is set by the LEA and is made
up of 3 independent people.
There are 15 school days from the Discipline Committee’s decision in which to lodge an appeal with
the independent committee.
WS097 / Edition 5 / March 2009
240
West Sussex children’s social care
Foster Carers’ Handbook
The panel will look at whether the pupil actually did what they were accused of, whether the
guidance and law were followed correctly and whether exclusion was appropriate.
The LEA should make arrangements for suitable education at school, or other than at school where
the child is of compulsory school age and they cannot attend because of illness, exclusion or
otherwise.
Exclusion should not be used for:
G Minor incidents, such as failure to do homework or to bring dinner money;
G Poor academic performance;
G Lateness or truancy;
G Pregnancy;
G Breaching school uniform policy, including hairstyle or wearing jewellery;
G Punishing pupils for the behaviour of the parents, for example, by extending a fixed period
exclusion until the parents agree to attend a meeting.
A decision to exclude a child permanently is a serious one. It is a final step in dealing with a series of
disciplinary offences when a wide range of other strategies has been tried and failed, including the
use of a Pastoral Support Programme.
Pastoral support programmes
Children and young people who do not respond to school actions to combat disaffection, and are
therefore at serious risk of permanent exclusion, may need longer-term intervention to stop then
from dropping out of school altogether.
It is the responsibility of teachers to identify such young people, as each one will need a Pastoral
Support Programme worked out with external services. This is not intended to be a bureaucratic
process, but rather a problem solving activity with flexible documents to meet the needs of
individual schools.
This stage will only be reached when all other interventions have failed and evidence will be
expected to show that schools have procedures in place to deal with students at risk of exclusion. It
can also be used for the reintegration of pupils currently outside mainstream.
A Pastoral Support Plan is set up with a senior member of the school staff identified as co-ordinator.
Parents/carers will be informed, information gathered and a meeting convened. Key participants, such
as carers and representatives from external agencies, will be identified at the first meeting, where the
roles and overall aims will be agreed.
A small number of targets will be identified with clear success criteria, and fortnightly tasks will be
agreed with rewards and sanctions. It will last for up to 16 weeks with a formal review half way
through.
A Pastoral Support Plan is appropriate when a preventative strategy is needed to support a young
person at risk of exclusion from school.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
241
Responsibilities of foster carers
Foster carers should:
G Have high expectations of each child and celebrate and reward success.
G Ensure the child attends school every day.
G Notify school of any illness or other problems as soon as possible.
G Show interest in educational progress and encourage the child to do well educationally.
G Attend school events such as parents’ evenings and sports days.
G Encourage reading and provide routine access to books, newspapers and periodicals for
enjoyment and study.
G Read to or with the child as age appropriate.
G Ensure that the child joins the library.
G Ensure the child has access to a computer for educational purposes.
G Act as advocate for the child’s educational progress with social workers and service managers.
G Ensure that the child has a quiet place to study and do homework and encourage him/her to do
homework, offering appropriate help.
G Encourage the child to develop his/her own talents, interests and hobbies and attend afterschool activities.
G Keep information on the child’s educational circumstances, attainments and achievements.
G Check with the child how things are at school and discuss education on a regular basis.
G Ensure that appropriate and realistic plans are made for the young person’s further education
and career.
WS097 / Edition 5 / March 2009
242
West Sussex children’s social care
Foster Carers’ Handbook
Parents’ evening
It may be useful to think about the questions you want to ask before you go to the parents’ evening.
This can help you to get the most out of the evening. You may want to ask some of the following:
G What subjects is my child studying?
G What is my child learning and at what level?
G What can I do at home to help?
G What is my child good at?
G Is there anything that my child is particularly good at?
G What is he/she finding hard?
G How can I help?
G Does my child try hard enough?
G What can I do to help him/her try harder?
G Does my child join in class discussions?
G How can I help with school work overall?
G Is my child happy?
G Has he/she made friends?
G Are you worried about my child’s behaviour?
G Can I see some of his/her work?
Home-school agreements
All schools must have a home-school agreement that explains the aims and values of your child’s
school.
It will set out the responsibilities of the school, your responsibilities and what the school expects of
their pupils.
Children do better when schools, parents and carers work closely together. Your support and
encouragement are very important so that your child can make the most of school.
The agreement will cover:
G The standard of education the school will provide, the curriculum it follows and how it will meet
the child’s needs.
G The ethos of the school - including spiritual, moral, cultural and social development.
G Regular attendance on time.
G Discipline and behaviour – it will be expected that the pupils will keep the school rules and that
you will support the school in maintaining good behaviour and discipline.
G Homework - doing homework helps children develop independent skills, especially
independent learning.
Good communication between home and school is vital. You should tell the school (designated
teacher) of any issues that might affect your child’s work or behaviour.
You will be asked to sign the agreement to show that you accept it. Your child might also be asked to
sign if he/she is old enough.
It is important that you have your say. Make sure the agreement is clear, outlining what the school
will do for your child, and how you can help.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
243
Homework
Homework is important as it helps children develop important skills, especially developing
independent learning and supporting their learning in school.
Every school has a homework policy which is sent to every parent/carer. This will set out how much
homework pupils in each year are expected to get each week.
Most schools have a homework diary where there is space for a parent/carer comment and signature.
This might be a useful way of keeping in contact with school for children in your care.
The DfEE guidelines for the recommended amount of homework set out in broad terms:
Primary
Years 1 and 2
1 hour a week
and number work
Reading, spelling, other literacy work
Years 3 and 4
1.5 hours a week
Literacy and numeracy as for years 1 and 2
with occasional assignments in other subjects
Years 5 and 6
30 minutes a day
Regular weekly timetable with continued
emphasis on literacy and numeracy but also
ranging widely over the curriculum
Secondary
Years 7 and 8
45 to 90 minutes a day
Years 9
1 to 2 hours a day
Years 10 and 11
1.5 to 2.5 hours a day
Carers’ Checklist:
G
G
G
Ensure that there is a quiet place for the young person to study.
Agree a good time for homework to be done.
Encourage them to do their homework and offer help as appropriate but do not do the work for
them.
WS097 / Edition 5 / March 2009
244
West Sussex children’s social care
Foster Carers’ Handbook
Literacy
It’s never too late to learn to read. Many children who enter care find difficulties with
reading and have low self-esteem.
As a carer you can help the child improve his/her reading. It is never too late to sit with the young
person and read.
It does not have to be a book, find something that the young person is interested in, such as a
magazine, a newspaper, a recipe, a computer program, or go on the internet.
You can encourage them to join the library.
It’s not too hard to help the child read. Make a special time and find a comfortable place.
Paired reading
Paired reading is a good way of helping children with reading:
G You read alongside the child, both reading the words together, showing the child the correct
way to read.
G This method also stops you worrying about the correct way to teach reading - you are just
reading together.
G Let the child choose the book, newspaper or magazine.
G Find a suitable time and a comfortable place to read - not with the television on!
There are two stages in Paired Reading:
1. Reading together
G
G
G
G
G
G
Read the words together, out loud and let the child set the pace.
Make sure that every word is read.
If the child struggles and then gets it right, praise him/her.
If the child struggles for more than 5 seconds, allow some thinking time.
If the child makes a mistake, just say the word correctly yourself and make sure the child repeats
the word after you.
Make sure he/she looks at the words - using a card or finger to point to each word is very
helpful.
2. Reading alone
G
G
G
G
The next stage comes when the child is more confident and wants to read alone for a bit.
Agree on a signal that the child can give you to let you know he/she wants to take over the
reading. This might be done by a nudge, a tap or by putting up a hand, but not by speaking, as
the child will lose track of the reading. BE QUIET RIGHT AWAY.
Start reading together, then when the child gives the signal, go quiet and let them carry on
reading alone. Quietly give praise for reading alone.
When the child struggles for 5 seconds or makes a mistake, just read the word and make sure
the child repeats it.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
G
245
Then you both go on reading together until the child gives you the agreed signal to read and
it’s time for you to be quiet again.
Remember the do’s and don’ts
All of us make mistakes when we are learning something new, so:
G Don’t get angry or upset with the child.
G Don’t try to make the child sound out or spell the word.
G Do praise the child often, especially when you have finished reading.
G Do show an interest in the reading matter the child has chosen.
G Do talk about the pictures and ask questions that will make the child think about what he/she is
reading.
Personal education plan (PEP)
In 2000 the Government issued guidance on the education of young people in care, called Education
Protects. This guidance introduces Personal Education Plans for all children in public care:
‘Every child and young person in public care needs a Personal Education Plan which ensures access
to services and support, contributes to stability, minimises disruption and broken schooling, signals
particular and special needs, establishes clear goals and acts as a record of progress and
achievement.’ (para 5.17)
The young person’s social worker is responsible for initiating the PEP in partnership with the
child/young person, the designated teacher, the parent and/or the carer and anyone else who might
be relevant.
The PEP should be an integral part of the care plan and integrated with any other plans.
The PEP should make clear the young person’s additional needs that occur from being in care and
any special needs, and what plans and support are needed for the child to succeed. The Plan should
record the young person’s goals, progress and achievements.
The Plan will cover four main areas:
G Successes of any kind;
G Educational needs, and the skills, knowledge and experiences the child needs to gain;
G Short term targets;
G Long term plans, including career plans where appropriate.
The PEP should be agreed as soon as possible and at least within 20 days of a young person entering
care or joining a new school.
The PEP will normally be reviewed together with the care plan, i.e. within 28 days, 3 months, 6 months
etc.
The venue for the review should be decided by the social worker together with the other interested
parties.
The PEP should encourage better joint working between social workers, schools and carers, as well as
underlining the importance of the young person’s education.
WS097 / Edition 5 / March 2009
246
West Sussex children’s social care
Foster Carers’ Handbook
What does it all mean?
A brief guide to special educational needs terminology
Code of practice on the identification and assessment of special educational needs gives statutory
guidance to those working with children with special educational needs.
Individual education plan (IEP) – a document outlining a child’s difficulties and the help that will be
provided for him/her. It sets out targets for the child, which will be monitored and reviewed regularly.
An IEP is usually initiated at ‘School Action’.
Learning difficulties – a child has learning difficulties if she/he finds it much harder to learn than
most children of the same age.
Named officer – an officer of the Local Education authority who will deal with a child’s case.
Named person – a person identified by the LEA, in consultation with those with parental
responsibility, who will give advice about a child’s special educational needs. A named person can be
a friend, relative, member of a voluntary organisation, or a suitable person allocated by the LEA.
Special education needs co-ordinator (SENCO) – is the teacher with responsibility for pupils with
special educational needs in the school.
Special educational needs tribunal – is an independent body that hears appeals against decisions
made by LEAs.
Statement of special educational needs – is a document that sets out a child’s needs and all the
extra help he or she could get.
Statutory assessment – a very detailed examination of a child’s special educational needs. It may
lead to a Statement.
Transition plan – a plan drawn up at the first annual review of a Statement after a child’s 14th
birthday. It sets out the steps needed for him or her to move from school to adult life.
Note: a glossary of terms is provided as an appendix of the ‘Education Protects’ Handbook and gives
definitions of words used in education.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
247
Appendix 8
Fostering accreditation scheme
Task and skills profile
Introduction
This profile is not intended as a prescriptive guide, but as a tool to assist a dialogue between carers
and the Department regarding expectations of carers at the various levels.
The core skills identified have been linked (wherever possible) to NVQ units from the "Children Young
People," Level 3 award. The NVQ links are highly probable evidence but will depend also on the
scenario(s) you have selected for your accreditation portfolio. You may find that by choosing a
complex example from your work as a foster carer, that additional NVQ units may also be appropriate.
There is an expectation that all carers will have to demonstrate all the core skills (Level 1). As a carer
moves up the levels and the tasks become more complex and demanding, the carer is not expected
to undertake all the tasks listed. It is recognised that not all carers may have had the opportunity to
perform those tasks/skills marked with an asterisk as they specifically relate to the needs and plans of
the child e.g. children with disabilities. If you have had the opportunity of working with children
where these tasks are relevant, you will be expected to demonstrate those skills.
Those involved in drawing up this profile feel that its use should be informed by the understanding
that carers are not employed by the Department and are being asked to share their home and family
with children and young people placed with them. There may be times when their particular
circumstances prevent them from considering a placement or restrict what they can offer.
WS097 / Edition 5 / March 2009
248
West Sussex children’s social care
Foster Carers’ Handbook
Working with the department and other professionals
CORE SKILLS
(LEVEL 1)
LEVEL 2
As Level 1 plus:
LEVEL 3
As Level 2 plus:
LEVEL 4
As Level 3 plus:
I/DAP/1 Recognise
the importance of
communicating
appropriately with all
those professionals
involved with the
child/young person.
(CU5)
II/DAP/1 Work closely
with other
professionals, sharing
information,
exchanging skills, and
working under the
guidance of, or in
collaboration with,
others involved with
the child and young
person. (CU5)
III/DAP/1 Undertake,
with others, specific
tasks in a planned
therapeutic
programme, or tasks in
a skills development or
behaviour
modification
programme.
(SC9,NC11)
IV/DAP/1 Undertake
specific detailed
recording to be used in
child protection cases
with the expectation
that carers may be
called to give guidance
in court. (CU5, C15)
I/DAP/2 Work with
other professional
people. (CU5)
I/DAP/3 Contribute to
the Department’s
planning for the child/
young person. (SC8)
I/DAP/4 Work within a
written agreement,
including undertaking
specific tasks.
I/DAP/5 Be alert to the
possibility of child
abuse and neglect.
(C15)
I/DAP/6 Participate in
meetings and child
care reviews and
express views
as appropriate. (SC8)
WS097 / Edition 5 / March 2009
II/DAP/2 Observe and
respond appropriately
to child abuse and
neglect. (C15)
II/DAP/3 Undertake
time limited specific
recording tasks, e.g. a
daily diary, monitoring
behaviour, assessment
of child’s needs/
independence skills
and participate in
court proceedings.
(CU5,C16)
II/DAP/4 Observe and
pass on information
about the quality of
contact. (CU5)
III/DAP/2 Assess and to
set achievable goals
for children/young
people, measuring the
child’s cognitive and
emotional
development. (SC8,M8)
III/DAP/3 Act as
advocate for the child/
young person where
appropriate or to
identify the need for
an advocate (Z2)
III/DAP/4 Record for
the purpose of
contributing to a
formal
assessment.(CU5)
III/DAP/5 Work with
II/DAP/5 An ability to
the Department with
use own observations
children and families
to inform the care plan. to avoid separating
(CU5,C16)
children from their
family environment
where requested and
agreed by the family
placement team.
(P2,CU9)
IV/DAP/2 Make a
positive and effective
contribution to a
formal assessment
process, including
challenging
professionals where
appropriate. (C16)
IV/DAP/3 Participate in
the training and
selection of
new/existing foster
carers. (C9)
IV/DAP/4 Offer support
to carers on a formal
basis through an
agreed model of
visiting, i.e. individually
and through
groupwork. (P4,P7)
IV/DAP/5 *Work
appropriately with a
child and professionals
in complex care
proceedings regarding
child sexual abuse.
(Z8,C15)
West Sussex children’s social care
Foster Carers’ Handbook
249
Working with the department and other professionals continued
CORE SKILLS
(LEVEL 1)
LEVEL 2
As Level 1 plus:
LEVEL 3
As Level 2 plus:
I/DAP/7 Record
information which
should be factual and
non-judgmental. (CU5)
II/DAP/4 *Liaise with
what may be a large
number of agencies
when caring for a child
or young person with
disabilities. (C17,C18)
III/DAP/6 *Co-work
with other
professionals as part of
a therapeutic
programme where a
child/young person
has been sexually
abused. (CU9,NC11)
I/DAP/8 Maintain
confidentiality.
(O2.3)
I/DAP/9 Recognise
one’s own limitations
and seek help
appropriately from the
family placement
social worker.
II/DAP/6 *Respond
appropriately to a
child/young person’s
disclosure of sexual
abuse and to inform
relevant professionals.
(C17,Z8)
LEVEL 4
As Level 3 plus:
III/DAP/7 *Give
evidence in court
where a child has been
sexually abused. (CU5)
I/DAP/10 Recognise a
child’s disclosure of
sexual abuse and to
inform the child’s
social
worker.(C15,NC8)
I/DAP/11 Contribute
to the Action and
Assessment records as
requested by the social
worker. (CU5)
WS097 / Edition 5 / March 2009
250
West Sussex children’s social care
Foster Carers’ Handbook
Foster carer personal development
CORE SKILLS
(LEVEL 1)
LEVEL 2
As Level 1 plus:
LEVEL 3
As Level 2 plus:
LEVEL 4
As Level 3 plus:
I/PD/1 Acknowledge
impact of fostering on
self and family. (CU7)
II/PD/1 Ability to cope
with personal
difficulties in the role
and to share these
concerns with the
family placement
social worker/social
worker. (CU7)
III/PD/1 Have a
professional
qualification which is
appropriate for
fostering and/or
relevant experience.
(Level III or equiv.)
IV/PD/1 Take
responsibility for
seeking out training
appropriate for own
needs. (CU7)
I/PD/2 Seek advice
and support from
family placement
social worker.
(CU7,CU9)
I/PD/3 Develop skills
using training and
support. (CU7,CU9)
I/PD/4 Use support
groups (where
available). (CU7)
I/PD/5 Recognise the
impact that caring for
a sexually abused child
has on the carer’s own
family (CU7)
I/PD/6 Acknowledge
the need for sensitive
and ‘safe caring’ to
protect themselves
from allegations.
(CU5,CU15)
I/PD/7 Keep records of
all training attended.
(CU5,CU7)
WS097 / Edition 5 / March 2009
II/PD/2 Work with
family placement
social worker to
identify training needs.
(CU7)
II/PD/3 Reflect on and
evaluate own training.
(CU7)
III/PD/2 Identify own
training needs. (CU7)
III/PD/3 Collate a
portfolio on work that
has been undertaken.
(NVQ Level III or acc.
Portfolio)
III/PD/4 Maintain an
awareness and
knowledge of current
legislation and
forthcoming trends. (all
units)
IV/PD/2 Have a
portfolio of varied
work undertaken.
(NVQ Level III or
acc.portfolio)
West Sussex children’s social care
Foster Carers’ Handbook
251
Health
CORE SKILLS
(LEVEL 1)
LEVEL 2
As Level 1 plus:
LEVEL 3
As Level 2 plus:
LEVEL 4
As Level 3 plus:
I/H/1 Provide a safe
standard of child care
(emotional/physical,
health and safety) and
be able to deal with
normal childhood
illnesses, accidents and
relevant health
checks.(CU1, C5)
II/H/1 Care for a child
or young person
needing regular
medication and
medical attention (e.g.
hospital visits,
physiotherapy, speech
therapy etc.) (SC8,
CU3, NC8)
III/H/1 *Monitor a
child’s diet where there
are health implications
if not followed
correctly. (CU5, W3)
.
III/H/2 Care, short to
medium term, for a
terminally ill child.
(W3, Z8)
IV/H/1 Ability and
willingness to take part
in intensive
therapeutic work with
children.
I/H/2 Contribute to the
assessment of the child
or young person’s
developmental levels.
(C16, SC8)
II/H/2 Supervise special
diets. (NC8)
III/H/3 *Monitor
chronic illness and
II/H/3 Encourage and
administer specialised
treatment. (CU5)
assist children and
young people to seek
appropriate medical
III/H/4 *Work with
advice.
other professions in
carrying out
individual/therapeutic
II/H/4 Observe and
assess children, clearly programmes. (NC11)
recording
III/H/5 * An ability to
development. (C16)
evaluate individual/
II/H/5 *Undertake
therapeutic activities
physiotherapy or other with other members of
the care team.
structured
programmes in the
home if caring for a
disabled child/young
person
I/H/3 Seek appropriate
medical advice. (CU1)
I/H/4 Recognise
physical development
which is outside the
norm.
I/H/5 Be aware of the
possibility of child
abuse and neglect.
I/H/6 Work with other
agencies.
II/H/6 *Use complex
aids and adaptations
for disabled
children/young
people.
IV/H/2 *Monitor a diet
where it may be lifethreatening if not
followed.
IV/H/3 *Undertake the
total care of a child or
young person who is
severely disabled.
IV/H/4 *Care for a child
or young person who
has persistent sleep
disturbance or a need
for medication or
persistent physical care
during the night. (W3,
NC8)
IV/H/5 *An ability to
care for a child or
young person with a
very serious, life
threatening or
terminal illness. (W3,
Z8, NC8)
IV/H/6 *An ability to
care for a child or
young person known
to be HIV positive or to
have AIDS. (W3, Z8,
NC8)
WS097 / Edition 5 / March 2009
252
West Sussex children’s social care
Foster Carers’ Handbook
Health continued
CORE SKILLS
(LEVEL 1)
I/H/7 *Attend regular
hospital appointments
to allow treatment, O.T
etc., when looking
after children/young
people who have a
disability. (C17)
I/H/8 *Use basic aids
and adaptations for
disabled
children/young
people. (C17)
WS097 / Edition 5 / March 2009
LEVEL 2
As Level 1 plus:
LEVEL 3
As Level 2 plus:
LEVEL 4
As Level 3 plus:
IV/H/7 *An ability to
work appropriately
with psychiatric
services, specialist
units etc., where
necessary.
IV/H/8 *An ability to
care for a child or
young person with a
severe eating disorder,
or exhibiting a high
level of repetitive
obsessive behaviour.
(W3, Z8, NC8)
West Sussex children’s social care
Foster Carers’ Handbook
253
Education
CORE SKILLS
(LEVEL 1)
LEVEL 2
As Level 1 plus:
LEVEL 3
As Level 2 plus:
LEVEL 4
As Level 3 plus:
I/E/1 Undertake
"normal" parenting
tasks regarding a child
or young person’s
education (bearing in
mind that children
placed away from
home often experience
difficulties in school)
including homework.
(C5, C10)
II/E/1 Assist children
develop basic aspects
of their memory,
thinking, imagination
and manipulative skills
through play etc. (C10)
III/E/1 Liaise intensively
with education
professionals. (CU5)
IV/E/1 * Care for a child
or young person who
has been excluded
from school
permanently. (W8, C5,
NC8)
I/E/2 Participate in
drawing up and review
of the child’s Personal
Education Plan (PEP)
I/E/3 Liaise with
education
professionals on a
regular basis (moved
from II)
I/E/4 Encourage school
attendance. (C5)
I/E/5 Promote
education and
encourage child or
young person to take
part in school/after
school activities. (C5,
C10)
III/E/2 Undertake
regular and specific
remedial tasks relating
II/E/2 Care for a child or to the child or young
young person with
person’s education.
mild learning or
(C10)
education/behavioural
difficulties or who has
III/E/3 *Care for a child
an education
with moderate/severe
statement of need.
learning difficulties
(C17)
including those in
special education.
II/E/3 Deal with
(C17)
resistance to attending
school. (C5)
III/E/4 *Handle truancy
and exclusions from
II/E/4 Carry out
school; to provide
education
infrequent day care.
programmes with
(C5)
children, e.g. reading
schemes. (C10)
III/E/5 * Deal with the
effects of school
refusal, truancy and
exclusion on the child
or young person. (C5)
IV/E/2 *Participate in a
specified day care
programme with a
child who has been
excluded from school.
(C5, W8, NV8)
I/E/6 Recognise when a
child/ young person is
falling behind in
educational
achievements. (C5,
C10)
WS097 / Edition 5 / March 2009
254
West Sussex children’s social care
Foster Carers’ Handbook
Identity and self-esteem
CORE SKILLS
(LEVEL 1)
LEVEL 2
As Level 1 plus:
LEVEL 3
As Level 2 plus:
LEVEL 4
As Level 3 plus:
I/ISE/1 Have the
potential to work with
children in an antidiscriminatory way to
ensure foster care
respects all children
and their families. (O2)
II/ISE/1 Help children
develop an
understanding of
themselves and of
their past (including
culture, race, religion,
language and sexual
identity). (C5, O2,
NC10)
III/ISE/1 Challenge
appropriately to
ensure that foster care
practice is antidiscriminatory and
respects all children
and their families.(O2)
IV/ISE/1 Understand
and work with
extremes of behaviour,
e.g. linked to multiple
rejections/ placement
breakdowns etc.
(W3,Z8,NC2,NC8,SC14)
III/ISE/2 Address
marked changes in a
child or young person
due to feelings of loss
or rejection (e.g.
behaviour changes,
anger, depression).
(W3,W8,C5)
IV/ISE/2 Demonstrate a
high degree of
tolerance and
flexibility in
maintaining the aims
of the placement
despite serious
setbacks.
(SC8,SC9,02)
I/ISE/2 Help children
and young people deal
with their sense of loss,
resulting from their
separation from family
or previous carer and
surroundings. (NC1,
Z8)
I/ISE/3 Help develop
children’s self reliance
and to develop a
positive self image.
(C5)
II/ISE/2 Address
problems associated
with a child’s low self
esteem and to help a
child towards a more
positive self image.
(C5)
II/ISE/3 Assist
children whose future
is uncertain to
maintain a sense of
identity through
contact or other
means. (W3, W8, C5)
II/ISE/4 Encourage
child/young person to
maintain links with
their past through
family, friends and
other means. (NC2,
W3)
II/ISE/5 Help children
cope with separation
and loss. (Z8,NC1)
WS097 / Edition 5 / March 2009
III/ISE/3 Assess what
stage the child is at
and whether or not
he/she is ready to
move on. (C16)
III/ISE/4 An ability to
take a lead role in
compiling a life story
book.
(CU5)
III/ISE/5 * Work long
term with children
who find it difficult to
respond emotionally.
(C5)
West Sussex children’s social care
Foster Carers’ Handbook
255
Identity and self-esteem continued
CORE SKILLS
(LEVEL 1)
LEVEL 2
As Level 1 plus:
LEVEL 3
As Level 2 plus:
II/ISE/6 Work with
children and
professionals in
helping compile a life
story book. (CU5)
III/ISE/6 *Seek out and
liaise with
organisations and
groups that can help a
young person
struggling with their
racial, sexual or other
identity issues.
(Y2,O2,C5,Z8,W8,CU5)
II/ISE/7 Help the child
develop and maintain
appropriate
friendships with peers
and others. (C5)
LEVEL 4
As Level 3 plus:
II/ISE/8 *Understand
the nature and effects
of sexual abuse and to
help the child make
sense of the
experience and deal
with the resultant loss
of self esteem.
(C15,C5,Z8)
II/ISE/9 *Care for a
child who has arrived
in this country,
previously having lived
in a very different
culture eg. an asylum
seeker.
(O2,C5,W8,Z8,NC1)
WS097 / Edition 5 / March 2009
256
West Sussex children’s social care
Foster Carers’ Handbook
Family and social relationships
CORE SKILLS
(LEVEL 1)
LEVEL 2
As Level 1 plus:
LEVEL 3
As Level 2 plus:
LEVEL 4
As Level 3 plus:
I/FSR/1 An ability to
involve and encourage
those people
important to the child
to have purposeful
contact (which may
take place in the carer’s
own home).
(P2,NC2,W8)
II/FSR/1 An ability to
involve/support those
with parental
responsibility and
significant others in
their work with
children on a day to
day basis. (P2,NC2)
III/FSR/1 * An ability to
deal with the effects of
some conflict between
the child and family
members e.g. where
parents have
expressed anger to the
child. (W5, P2, SC14)
IV/FSR/1 An ability to
deal with the effects of
a severe level of
conflict.
(Z8)
I/FSR/2 To have an
awareness of the
importance of parental
and family
relationships for the
child. (O2, P2)
I/FSR/3 An ability to be
non-judgemental in
their approach to
those people
important to the child.
(O2,SC14)
I/FSR/4 An ability to
make the necessary
adjustments to enable
a child entering the
family to be safe and
nurtured. (CU1,W3)
I/FSR/5 An ability to
observe and pass on
information to the
child/young person’s
social worker on the
quality of contact with
parents and family
members.
(CU5, C16)
WS097 / Edition 5 / March 2009
II/FSR/2 An ability to
cope with planned,
unsupervised contact.
(P2,O2,SC14)
II/FSR/3 An ability to
deal with some level of
distress, either after
contact, or where the
child is distressed by
"missed" contact (e.g.
where the child or
young person is tearful
or sad). (Z8)
II/FSR/4 An ability to
help the child cope
with their feelings and
actions regarding
plans for the future,
especially where there
may be some
uncertainty.
(C5,W3,Z8)
IV/FSR/2 *In
appropriate
circumstances, an
III/FSR/2 *An ability to ability to participate in
supervise and monitor contact between a
the effects of contact
child/young person
between a child and an and family member
who has a history of
alleged abuser. (C15,
threatening behaviour.
P2, CU5, W5)
(C15,W5,P2,NC1,Z8)
III/FSR/3 An ability to
assist a child with poor
social skills or those
who bully or are
bullied by others. (C5,
O2)
III/FSR/4 *Where carers
of bridge placements,
seeing a placement
through whatever the
timescale. (NC2, SC14,
W3, Z8)
III/FSR/5 An ability to
nurture a child’s
capacity to attach and
to facilitate transfers of
II/FSR/5 An ability to
that attachment to a
undertake
new or permanent
straightforward bridge family.
to adoption (e.g. young (C5,SC9,W3)
babies with nonconflictual or no
contact). (NC1, W3)
West Sussex children’s social care
Foster Carers’ Handbook
257
Family and social relationships continued
CORE SKILLS
(LEVEL 1)
LEVEL 2
As Level 1 plus:
LEVEL 3
As Level 2 plus:
I/FSR/6 An ability to
work with the child/
young person to plan
for any changes or
moves. (W3, SC14,
NC2)
II/FSR/6 *An ability to
develop an
appropriate
relationship with the
prospective adopters
or subsequent foster
carers.
III/FSR/6* To enable
children or young
people to establish the
need for and to obtain
an advocate. (Z2, SC14,
Y2)
II/FSR/7 *An ability to
work with the child/
young person’s family
toward unification.
(P2, NC2, W5, NC8)
LEVEL 4
As Level 3 plus:
III/FSR/7 * To
participate in contact
between a child or
young person where it
is not deemed safe or
desirable for contact to
happen in the child’s
current placement.
(P2, NC2, W8, W3)
WS097 / Edition 5 / March 2009
258
West Sussex children’s social care
Foster Carers’ Handbook
Social, emotional and behavioural problems
CORE SKILLS
(LEVEL 1)
LEVEL 2
As Level 1 plus:
LEVEL 3
As Level 2 plus:
LEVEL 4
As Level 3 plus:
I/SEB/1 All carers must
have an ability to
provide a good
standard of child care
in order to develop the
child’s potential. (CU7,
O2)
II/SEB/1 An ability to
help children develop
appropriate social
behaviour, helping
them to become more
independent and
enabling them to cope
with their emotions as
appropriate to their
age. (C5, SC8, SC14,
CL7)
III/SEB/1 *An ability to
engage and respond
to children and young
people who are
emotionally damaged
and/or functioning
significantly below
their chronological age
and, where
appropriate, helping
them to manage the
transition to
independent living.
(C7, Y5, SC14, C5)
IV/SEB/1 An ability to
help children who
have experienced or
are experiencing
severe difficulties learn
the boundaries of
acceptable behaviour
and encourage
positive behaviour
patterns. (C7, SC14)
I/SEB/2 A knowledge
of standard child and
adolescent
development with the
ability to recognise
physical and emotional
development that is
outside the norm. (C5)
I/SEB/3 A basic
knowledge of the
differences in care
needs of children who
are fostered from
those of birth children.
*SC14, W3, NC2)
I/SEB/4 An ability to
use different methods
of communication
with children
appropriate to their
age and
understanding in order
to help children
develop their
language, sensory skills
and general selfexpression. (C5, C10)
WS097 / Edition 5 / March 2009
II/SEB/2 An ability to
plan for and provide a
varied and appropriate
routine for children,
which balances a
child’s needs, including
those of play and
learning. (M8, C5)
II/SEB/3 An ability to
help children develop
their language skills
and general selfexpression. (C5)
II/SEB/4 *An ability to
handle normal
adolescent
development; to give
encouragement to
take appropriate
responsibility for self,
including help with the
transition between
school and work/home
and independent
living. (C16, SC14, C5,
C10, Y5)
III/SEB/2 *An ability to
handle running away
from the carer’s home.
(CU5, SC14, NC2)
III/SEB/3 *An ability to
deal with deliberate
soiling or extremely
abusive language. (C7,
NC8, SC14, C5)
III/SEB/4 *An ability to
deal with minor
offending. (SC14, C7)
III/SEB/5 *An ability to
deal with drug, solvent
abuse or self harming.
(Z17, SC14)
IV/SEB/2 An ability to
handle persistently
abusive language and
behaviour or overtly
aggressive behaviour.
(C7, SC14)
IV/SEB/3 *An ability to
deal with serious and
persistent drug,
solvent or alcohol
abuse or self harming.
(Z17, SC14)
IV/SEB/4 An ability to
help children and
young people to adopt
safe practices, e.g.
associated with drug,
alcohol, substance
abuse and personal
relationships. (Z17,
SC14, NC8)
IV/SEB/5 *Provide
support to children
and young people in
reducing
drug/alcohol/substanc
e misuse. (Z17, SC14,
NC8)
West Sussex children’s social care
Foster Carers’ Handbook
259
Social, emotional and behavioural problems continued
CORE SKILLS
(LEVEL 1)
LEVEL 2
As Level 1 plus:
LEVEL 3
As Level 2 plus:
LEVEL 4
As Level 3 plus:
I/SEB/5 An ability to
set appropriate
boundaries and
behaviour without use
of physical or
inappropriate
punishment. (C7,
SC14)
II/SEB/6 An ability to
handle conversations
with children and
young people around
sexual health as
appropriate or
necessary. (SC14, O2,
NC8)
III/SEB/5 An ability to
participate in the
planning and
implementation of a
programme of
behaviour. (C7, SC14,
W5, M8) modification.
IV/SEB/6 *An ability to
deal appropriately with
a child or young
person who
persistently runs away
or is absent for some
time. (C7, SC14, W3)
I/SEB/6 *An ability to
recognise, respect and
respond to the wishes
and aspirations of
adolescents. (O2, C5)
II/SEB/7 *An ability to
deal sensitively with
persistent bedwetting
/ soiling. (C7, SC14,
NC8, Z8)
III/SEB/6 An ability to
provide consistency of
support in times of
crises. (SC14, SC9, Z8,
W3)
IV/SEB/7 *An ability to
deal with significant
offending behaviour.
(C7, SC14, NC3)
I/SEB/7 Have the
ability of the whole
family to share and
respond to the needs
of the child(ren)
placed. (SC9, SC14)
II/SEB/8 An ability to
help children learn the
boundaries of
acceptable behaviour,
handle children’s
negative reactions,
naughtiness and
unacceptable
behaviour. (C7, SC14)
III/SEB/7 An ability to
demonstrate a degree
of tolerance and
flexibility in
maintaining the aims
of the placement
despite setbacks. (O2,
C7, SC14)
IV/SEB/8 An ability,
where appropriate, to
accept the placement
of a child or young
person whom there is
cause to believe may
steal from the foster
home. (O2, NC2, W3)
II/SEB/9 An ability to
deal with attention
seeking, irritating or
withdrawn behaviour,
or refusal to cooperate. (C7, SC14)
II/SEB/10 An ability to
participate in/support
skills development
programmes. (M8, C5,
SC14)
WS097 / Edition 5 / March 2009
260
West Sussex children’s social care
Foster Carers’ Handbook
Social, emotional and behavioural problems continued
CORE SKILLS
(LEVEL 1)
LEVEL 2
As Level 1 plus:
II/SEB/11 An ability to
contribute to the
assessment of
children’s
developmental levels.
(C16, SC8, CU5)
II/SEB/12 An ability to
enable and support
children and young
people to find out
about and use services
and facilities. (Y2,
SC14)
WS097 / Edition 5 / March 2009
LEVEL 3
As Level 2 plus:
LEVEL 4
As Level 3 plus:
West Sussex children’s social care
Foster Carers’ Handbook
261
Self-care
CORE SKILLS
(LEVEL 1)
LEVEL 2
As Level 1 plus:
LEVEL 3
As Level 2 plus:
LEVEL 4
As Level 3 plus:
I/SC/1 An ability to
assist with the tasks of
self care to enable the
child/young person to
plan and move
towards
independence. (Z9, Y5,
O2, SC14)
II/SC/1 An ability to
assist with the tasks of
self care to enable the
child/young person to
move towards
independence where
the child is resistant or
special tasks are
required. (SC14, Z9, Y5,
O2)
III/SC/1 An ability to
teach levels of self
protection to children
appropriate to their
age, ability and
understanding. (NC8,
O2)
IV/SC/1 *An ability to
assist with the tasks of
self care to enable
young people with
very challenging
behaviour to move
towards
independence. (Y5, C7,
SC14)
I/SC/2 An ability to
work with a child/
adolescent to
encourage good
personal hygiene/self
presentation at an age
appropriate level. (Z9,
O2, SC14)
II/SC/2 An ability to
work with a
child/young person to
encourage good
personal hygiene/self
presentation at an age
appropriate level
where the child is
resistant or special
tasks are required. (Z9,
SC14, C5)
II/SC/3 An ability to
enable and support
children and young
people to find out
about and use services
and facilities. (Y2, O2)
IV/SC/2 An ability to
work with a
child/young person
with very challenging
behaviour to
encourage good
personal hygiene/self
presentation at an age
appropriate level. (Z9,
C7, C5, SC14)
IV/SC/3 *An ability to
participate in the
preparation for
independence of a
young person with
mental health
problems. (Y5, SC14,
O2)
IV/SC/4 * To continue
to provide support to
young people when
they have moved to
more independent
living. (SC14, O2, W3)
WS097 / Edition 5 / March 2009
262
West Sussex children’s social care
Foster Carers’ Handbook
Children and young people with disabilities
(These skills may only apply to carers looking
after children in this category)
CORE SKILLS
(LEVEL 1)
LEVEL 2
As Level 1 plus:
LEVEL 3
As Level 2 plus:
LEVEL 4
As Level 3 plus:
I/CYPD/1 An ability to
undertake personal
care tasks such as
washing, dressing,
feeding, toiletting
where these are
comparable with those
undertaken with a
child or young person
of similar age with no
disability.
II/CYPD/1 An ability to
undertake physical
caring tasks where
there is a moderate
level of difficulty and
dependence.
III/CYPD/1 An ability to
undertake the physical
caring tasks where
there is a high level of
difficulty and
dependence.
IV/CYPD/1 An ability
to undertake the total
care of a child or
young person.
I/CYPD/2 An ability to
attend regular hospital
appointments to allow
treatment, OT, etc.
I/CYPD/3 An ability to
use basic aids and
adaptations.
I/CYPD/4 An ability to
handle behaviours
comparable with those
of an able-bodied child
of a similar age.
I/CYPD/5 An ability to
recognise
communication
difficulties.
WS097 / Edition 5 / March 2009
II/CYPD/2 An ability to
undertake toiletting,
nappy or pad
changing, giving due
regard to the age,
gender and
understanding of the
child or young person.
II/CYPD/3 An ability to
undertake
physiotherapy or other
structured
programmes in the
home.
II/CYPD/4 An ability to
liaise with what may
be a large number of
professionals from a
number of agencies.
IV/CYPD/2 An ability
to monitor a diet
III/CYPD/2 An ability to where it may be lifemonitor a child’s diet
threatening if not
where there are health followed.
implications if not
followed correctly.
IV/CYPD/3 An ability
to care long term for a
III/CYPD/3 An ability to terminally ill child.
care, short to medium
term, for a terminally ill IV/CYPD/4 An ability
child.
to care for a child or
young person who has
III/CYPD/4 An ability to persistent sleep
care for a child who
disturbance or a need
needs constant
for medication or
supervision or
persistent physical care
attention e.g. likely to
during the night.
run off, fit, fall over.
IV/CYPD/5 An ability
to prepare a young
person for
independent living.
IV/CYPD/6 An ability
to manage seriously
challenging behaviour.
West Sussex children’s social care
Foster Carers’ Handbook
263
Children and young people with disabilities continued
CORE SKILLS
(LEVEL 1)
LEVEL 2
As Level 1 plus:
LEVEL 3
As Level 2 plus:
I/CYPD/5 An ability to
recognise
communication
difficulties.
II/CYPD/5 An ability to
use complex aids and
adaptations.
III/CYPD/5 An ability to
care for a child who
has periodic sleep
disturbance or a need
for medication or
physical care e.g.
turning, during the
night.
I/CYPD/6 An ability to
communicate
appropriately with the
child or young person
according to their
ability and
understanding.
II/CYPD/6 An ability to
enable children and
young people with
disabilities to
participate in leisure
activities comparable
to those of a child with
no disability.
I/CYPD/7 An ability to
contribute to the
assessment of the child
or young person’s
developmental levels.
II/CYPD/7 An ability to
support parents to
respond to the child or
young person’s special
needs.
LEVEL 4
As Level 3 plus:
III/CYPD/6 An ability to
handle high levels of
difficult behaviours,
e.g. aggression,
sexualised behaviours,
headbanging,
screaming.
III/CYPD/7 An ability to
communicate using
skills such as Makaton,
British Sign Language.
III/CYPD/8 An ability to
develop a young
person’s independence
skills for living within a
protected/ supported
environment.
WS097 / Edition 5 / March 2009
264
West Sussex children’s social care
Foster Carers’ Handbook
Caring for a child who has been sexually abused
(These skills may only apply to carers
looking after children in this category)
CORE SKILLS
(LEVEL 1)
LEVEL 2
As Level 1 plus:
LEVEL 3
As Level 2 plus:
LEVEL 4
As Level 3 plus:
I/CSB/1 Level 1 carers
should not normally be
asked to take a child
known or suspected to
have been sexually
abused as they will not
have received the
appropriate training.
II/CSB/1 An ability to
look after a child who
may have been
sexually abused, but
the child is not
displaying overt
"sexualised" behaviour.
III/CSB/1 An ability to
deal sensitively with a
child who has been
sexually abused and
who may display
sexualised behaviour.
IV/CSB/1 An ability to
work appropriately
with a child and
professionals in
complex care
proceedings.
III/CSB/2 An ability to
co-work with other
professionals as part of
a therapeutic
programme.
IV/CSB/2 An ability to
work appropriately
with a child or young
person who has
exhibited sexually
abusive behaviour
towards other children
or adults and who may
pose a significant risk
to others or to
themselves.
I/CSB/2 An ability to
recognise sexual
abuse.
I/CSB/3 An ability to
recognise a child’s
disclosure and to
inform the child’s
social worker.
I/CSB/4 An ability to
recognise the impact
that caring for a
sexually abused child
has on the carer’s own
family.
I/CSB/5 An ability for
the carer to
acknowledge the need
for sensitive and "safe
caring" to protect
themselves from
allegations.
WS097 / Edition 5 / March 2009
II/CSB/2 An ability to
understand the nature
and effects of sexual
abuse and to help the
child make sense of
the experience and
deal with the resultant
loss of self esteem.
II/CSB/3 An ability to
respond appropriately
to a child/young
person’s disclosure of
sexual abuse and to
inform relevant
professionals.
III/CSB/3 An ability to
give evidence in court.
IV/CSB/3 An ability to
act as a
mentor/support to
other foster carers in
caring for a sexually
abused child/young
person.
West Sussex children’s social care
Foster Carers’ Handbook
Parent and child placements
265
(These skills may only apply to carers looking after
children in this category)
CORE SKILLS
(LEVEL 1)
LEVEL 2
As Level 1 plus:
LEVEL 3
As Level 2 plus:
LEVEL 4
As Level 3 plus:
I/PCP/1 Level 1 carers
should not normally be
asked to take "parent
and child" placements.
II/PCP/1 An ability to
consider a request for
temporary
accommodation of 1
or 2 nights, without
specific tasks.
III/PCP/1 An ability to
consider a request for
accommodation for a
longer period.
IV/PCP/1 An ability to
participate in an
agreed programme of
assessment, and to
give evidence in court.
III/PCP/2 An ability to
encourage the
II/PCP/2 An ability to
development of
help parent plan child’s parenting and caring
routines and respond
skills.
to child’s needs.
WS097 / Edition 5 / March 2009
266
West Sussex children’s social care
Foster Carers’ Handbook
This page is blank
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
267
Appendix 9
Foster care payment and accreditation scheme
The all-inclusive fostering allowance
1. Background
1.1 The all-inclusive allowance (AIA) is designed to meet all of the normal expenses incurred in
caring for a foster child.
1.2 Also included are the additional costs incurred by the foster family by having another child in
the family home.
1.3
A table of current rates is included in Appendix 1
2. Basis of the calculation
2.1 The level of the allowance was founded on the detailed analysis of the actual expenditure in
respect of a sample of looked after children of all ages in West Sussex over a three month
period. In order to allow for variation in individual family spending patterns and preferences
there was an acceptance that there would be a balancing of costs over the period of a
placement. The allowance, therefore, is founded on an evaluation of real expenditure.
2.2
As a point of comparison, the Fostering Network produces a recommended schedule of fees
based on the Office for National Statistics’ Family Expenditure Survey and Equivalent Income
Scales. It is recognised that caring for a foster child is ‘at least’ 50% more expensive than looking
after parents’ own children and this consideration is built into their recommended rates. West
Sussex rates compare very favourably with the Fostering Network recommended rates, being
on average around 28% higher across the age bands.
2.3 The AIA is paid for 56 weeks each year to cover the costs associated with summer holiday
activities, birthday and Christmas.
2.4 Because it is recognised that children’s circumstances are individual, a scheme of retainers has
been designed to cover such matters as temporary absence and the reservation of a placement
when introductions are taking place. A table of these retainers is included in 11 below.
2.5 Foster carers are treated as self-employed for tax and National Insurance purposes. It is the
responsibility of each foster carer to submit details of their own income directly to the Inland
Revenue. The Authority will provide the foster carer with a statement at the start of each tax
year which will set out the total amount paid to the foster carer in the preceding tax year. Under
the new regulations both the AIA and Household fee are included in the Inland Revenue’s
calculation of tax liability.
3. What is included in the AIA
3.1 The allowance is designed to include the direct costs of caring for an individual child. The AIA
has been calculated to meet all regular weekly expenses. A non-exhaustive list includes:
G clothing, food, books, newspapers and other reading materials, nappies, bottles etc.
G playgroup and playscheme fees,
WS097 / Edition 5 / March 2009
268
G
G
G
G
G
G
West Sussex children’s social care
Foster Carers’ Handbook
pocket money,
entertainment, hobbies, clubs, recreational activities, sports clothing and equipment and
musical equipment;
transport (including public transport) to school, contact and other activities;
school activities and trips;
family holidays
passports, glasses, computer and other routine ‘one off’ expenses.
3.2 The allowance also includes a proportion of the extra costs associated with having another
child in the home, such as:
G heating costs,
G normal wear and tear on the home and its fixtures, fittings and furnishings,
G insurance,
G travel costs including a contribution towards the cost associated with the provision of a larger
vehicle and extra costs incurred such as fuel, tax, insurance, servicing and wear and tear to the
family vehicle.
4. Exceptions
4.1 It is recognised that not all expenditure is easily quantified and that each household will have
different priorities and spending patterns. The weekly payment is greater than actual weekly
cost of caring for a child. There is an expectation that foster carers will budget to meet the
overall costs of caring for a child, including occasional large items of expenditure over the
duration of the placement. However, there will be circumstances under which exceptional
payments may be made when it is considered unreasonable to expect the payment to be met
by the weekly AIA. Exceptional payments are authorised by the Exceptional Payments Panel on
application by the child’s social worker.
4.2 The most frequently encountered exceptions to this are outlined below.
i) Initial setting up of placement
A one-off payment of up to £75.00 for clothing and an additional one-off payment of up to
£75.00 towards a school uniform may be paid in emergencies when a child is first placed from
home and when they do not have necessary clothing. It is the expectation that children moving
between foster placements will move with adequate clothing.
ii) Transport
a
Foster carers are expected to take children to and from school as is appropriate to their age and
maturity. Carers are expected to absorb the costs of daily journeys to and from school of a
distance of three miles (six miles per return journey) amounting to sixty miles per week for each
child. Mileage or public transport costs in excess of this are payable on application to the EPP
(see Appendix 1).
b
Because the AIA includes an element for car running costs the payment made is linked to the
fuel costs only, linked to the top rate for staff lease cars for the first 100 miles. For regular
journeys of distances beyond this a higher rate applies with the approval of EPP.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
269
c
Public transport expenses in excess of the cost of the three mile journey may be submitted to
the EPP through the child’s social worker.
d
The payment of taxi fares to school or contact will only be made in exceptional circumstances.
There must be no other reasonable option, given the age and circumstances of the child (for
example emergency or short term placement, or temporary illness or disability of foster carer)
and should be time limited. In the case of an emergency placement, it is the expectation of the
department that the placement will be treated as a short term arrangement only and a
placement closer to the child’s school or home will be secured within the subsequent two
weeks. In the case of any placement other than an emergency placement, it is the expectation
that the child either moves to a new school closer to the foster home or to a new foster home
closer to the school – whichever is achievable and in the best interests of the child – by the end
of that academic term.
e
Although there are financial constraints in relation to taxi use, the overriding principle is that
children should not be spending significant periods of time (particularly unaccompanied) in
taxis. Taxis must be approved by the EPP in advance or as soon as possible in an emergency and
no commitment should be entered into with a taxi firm beyond one week without the approval
of the EPP. Because transport costs to school are an integral part of the AIA, an adjustment will
be made to the payment in respect of the child in order to effect a partial reimbursement from
the foster carers when taxi costs to school are met. (see Appendix 1).
iii) Contact and other transport issues
a
As with school transport, foster carers’ and children’s travel costs associated with contact,
medical or therapeutic appointments, social and sporting events etc are considered to be
included in the AIA.
b
Requests re-imbursement of transport costs will be considered for unusually frequent or long
journeys (over 30 miles). An application may be made to the EPP for such costs although any
decision will be taken in the light of the other journeys routinely undertaken by the foster carer.
c
All requests should specify the cost/mileage of the total journey and the contribution to the
cost by the foster carer.
d
The cost of volunteer driver for transporting foster children should be referred to the EPP for
consideration and if necessary ratification.
iii) Pre-School Day Care
It is usual for children to attend up to three sessions of playgroup per week and the AIA is
expected to meet these costs. If the care plan for the child requires more than this, a referral
should be made to the EPP.
iv) After School Care
It would be unusual for a looked after child to attend after school care and such costs will only
be considered when this is specifically included in the child’s care plan.
WS097 / Edition 5 / March 2009
270
West Sussex children’s social care
Foster Carers’ Handbook
v) Birth Certificates, passports and school photographs
a
Social workers are responsible for obtaining a birth certificate for children in long term care.
b
Foster carers are responsible for providing passports unless the child has very recently been
placed.
c
Foster carers are responsible for purchasing school and processing family photographs for
foster children throughout their placement. Some of these photographs are likely to be used in
life story work and for sharing with birth relatives.
5. Summer Activities Allowance
5.1 Two extra weeks AIA are payable to foster carers to meet the additional costs of activities for
children during the school summer holiday. This payment will be paid in 3 fortnightly
instalments on the last two payment runs in July and the first in August.
5.2 Foster carers who have had a child in placement for over a year are expected to budget for the
cost of holidays they may wish to take outside of the school summer holiday period.
5.3 Foster carers who have had a child in placement for less than one year, who wish to include a
child on a family holiday outside of the summer period, may make a request for earlier payment
of one week’s Summer Activities Allowance to the EPP.
5.4 Short term foster carers who have a child placed over the school summer holiday will receive
the Summer Activities Allowance on a pro rata (daily) basis. If the child leaves the placement
during the school holiday period then the allowance will be reclaimed by West Sussex County
Council (the Authority) on a pro rata basis.
6. Christmas and birthday allowance
6.1 One additional week AIA is paid to help with the extra expense of Christmas and one further
week for birthdays. This includes the cost of presents, cards etc.
6.2 The Christmas allowance will be paid on the first payment run in December. The child must be
in placement on 25th December to be eligible for the Christmas allowance. If a child is due to
leave a placement in December, Financial Services should be advised as soon as the decision is
made that the child is to move (see 9.1 below).
6.3 The birthday allowance is paid on the fortnightly payment run within which the birthday falls.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
271
7. Day Care and respite care
7.1 If day care is provided by foster carers, but does not include an overnight stay, this must be
funded through the locality budget, provided through the child’s social worker.
7.2 If a respite placement is provided, in addition to the daily AIA and Household Fee payable (1/7th
of the weekly rate), a disturbance fee of £10.90 is payable for each respite episode of three
nights or fewer. The disturbance fee is taxable.
7.3 Summer Activities Allowance and Christmas payments will not normally be offered for children
placed in planned short term or respite placements.
8. Equipment
8.1 There is an expectation that foster carers will supply all usual furniture and equipment to care
for the children for whose age group they are approved. However, an equipment budget
administered by the family placement service to meet the costs of exceptional or unusual
equipment or equipment required in an emergency. Specialist items, such as those for a child
with disabilities should be referred to the EPP.
8.2 Replacement costs of equipment will usually be met from the AIA although costs incurred by
exceptional wear and tear and damage may be referred to the EPP if the cost cannot be claimed
from the foster carer’s household insurance. Similarly, theft of household or personal items
should normally be claimed from the foster carers household insurance although when this is
unsuccessful the loss should be referred to the EPP or to the Authority’s insurer (depending on
circumstances) by the child’s social worker or family placement social worker. More detailed
advice regarding insurance is contained in the insurance leaflet prepared by the Authority as
well as the Partnership Agreement between each foster carer and the Authority.
9. Overpayment
9.1
It is the responsibility of the child’s social worker to notify Financial Services through the
completion of a SOS 9 that a placement has commenced and ceased.
9.2 In the event of an under or overpayment being made it is the responsibility of the foster carer
to inform Financial Services that they have been incorrectly paid so that the problem can be
rectified.
9.3 Should an underpayment be made the Authority will rectify this as soon as is possible within
the constraints of the payment system. If an over payment has been made this would normally
be deducted from the next payment run following the notification of the overpayment. Over
payment deductions will not exceed one third of the total fortnightly payment due to the carer
unless previously agreed.
9.4 If there is no payment due to the carer (because no child is in placement) or collection in
instalments is not acceptable to the foster carer, an invoice will be sent to the foster carer and if
necessary a repayment schedule negotiated with the income section of Financial Services.
WS097 / Edition 5 / March 2009
272
West Sussex children’s social care
Foster Carers’ Handbook
10. The household fee
10.1 In addition to the AIA the Authority pays a Household Fee. This is a reward payment to each
household. This fee is set at four levels of accreditation depending upon the skills of and
training successfully undertaken by the primary foster carer. A level IV of the accreditation is set
at the mid point of the Residential Child Care Officer grade. For details of the Household Fee
and Accreditation Scheme please see Appendix 1.
10.2 The Household Fee is a payment to the foster carer for a service and is not a cost associated
with the care of the child.
11. Retainers and absences
11.1 A schedule of payments has been agreed to cater for absences from the foster placement and
to reserve a placement. Additionally, a scheme of retainers has been agreed to support the
provision of placements for children with complex needs and to foster carers who foster
exclusively for West Sussex under levels III and IV of the Payment and Accreditation Scheme as
outlined in the Partnership Agreement. The details summarised indicate the maximum periods:
11.2 Level 3 and 4 foster carers’ retainers
i) Retainers are payable to Level III and IV foster carers who have signed an exclusivity agreement
as part of their partnership with the Authority. This retainer procedure does not supersede the
absence and retainer financial procedures (detailed above), which are applicable to foster carers
of all levels.
ii) A retainer of 100% of household fee is payable for up to 13 weeks from the date when no child
is in placement, within the conditions described in this procedure and the foster care
Partnership Agreement.
iii) One retainer of 30% of the AIA is payable with a start date 2 weeks after the last child left the
placement for up to 11 weeks at the AIA rate for the last child in placement.
iv) The maximum time a retainer can be paid is 13 weeks for the Household Fee and 11 weeks for
the AIA in any 52 weeks. The 13 and 11 weeks is the cumulative total in any 52 week period and
does not relate to a particular calendar year. Payment for part of a week will be made on a prorata basis.
v) If a foster carer refuses a placement that can be judged to meet the needs of the child and is
consistent with their approval and skills and accreditation level, their retainer is unlikely to be
paid or if being paid is likely be withdrawn.
vi) The family placement social worker is responsible for monitoring requests and refusals of
placements. Decisions as to the viability of placement, arrangements for support or a decision
not to make a placement must be evidenced through the use of the Child and Foster Carer
Matching Protocol to support the payment of a retainer when placements have been
considered.
vii) Foster carers must claim retainer payments each month, detailing their vacancy position during
the period. Any application must be countersigned by their FPSW and team manager. The claim
form should then be sent to Financial Services. Payment will be made monthly in arrears.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
273
Absences
Circumstances
Length of Absence
All-Inclusive Household
Allowance
Fee
Hospital
Up to 2 weeks (14 nights)
2 to 8 weeks
100%
50%
100%
100%
School Trips / Other Trips
(Scouts/Guides/Clubs etc)
Up to 2 weeks (14 nights)
100%
100%
AWOL/Detention
Up to 2 nights in calendar week 100%
50% 3 –14 nights
3 to 14 nights
Shared Care (with parents,
Grandparents etc.)
Up to 2 nights
3 to 6 nights in calendar week
100%
100%
100%
100%
100% first two
100%
nights, Nil after first
two nights
7 nights plus
Nil
100%
School Boarder
Length of School Term/nights
absent from placement
50%
50%
Respite (Primary Carer)
Up to 2 nights
3 to 6 nights in calendar week
100%
100%
100% first two
100%
nights, Nil after first
two nights
7 nights plus
Nil
100%
Any length
Nil
Nil
Circumstances
Length of Absence
All-Inclusive Household
Allowance
Fee
Home on Trial
Up to 2 weeks (14 nights)
30%
100%
Reserving a Placement
Up to 2 weeks (14 nights)
30%
100%
Carer’s Holiday (Carer’s
decision not to take child)
Retainers
WS097 / Edition 5 / March 2009
274
West Sussex children’s social care
Foster Carers’ Handbook
viii) Foster carers will not be eligible for a retainer in any period when they are not available for
placement, without the approval of the Exceptional Payments Panel.
11.3 All foster carers – suspension
If a foster carer is suspended from fostering because of an allegation of ill-treatment of a child, a
retainer of 100% of the household fee will be paid for a maximum of 13 weeks and 30% of the
AIA will be paid following a 2 week period, for a period of up to 11 weeks whilst the
investigation is concluded. Should the matter take longer that this to bring to a resolution,
either by the carer being reinstated or by the foster carer’s registration being withdrawn, an
application may be made to the EPP for an extension to the payment.
11.4 Single child placement fee – young people with complex needs
i)
When a child/young person whose needs are such that it is necessary for them to be the only
child in placement or that the number of children a carer can look after must be reduced to or
maintained below the number of children for which the carer has approval and one (or more) of
the following conditions are met:
G The child/young person is placed in a West Sussex residential unit; or
G The child/young person is placed with an independent fostering agency or an agency
residential unit; or
G The child/young person is placed in a secure residential establishment; or
G The child/young person’s needs are identified by the Complex Case Panel or Accommodation
Management Group,
Applications for an allowance for the retention of a placement/bed may be made to EPP.
iv) Although it is likely that these placements will be made to foster carers who have achieved level
3 and 4 accreditation, there may be occasions when a placement will be made with a level 1 or
2 carer with appropriate skills and experience.
v) This additional allowance is made to enable children/young people to be cared for by a West
Sussex foster carer. The extra payment is made in recognition of the extra work entailed in
caring for a child/young person under the circumstances outlined above, recognising that
‘standing’ costs would otherwise be disproportionately born by a single placement. An
allowance is in addition to the AIA paid for the child in placement and will normally only be
made in respect of one placement/bed according to the following schedule:
G For the first 6 weeks a payment of up to 100% of the AIA may be paid at the same level as that
attracted by the child to be placed;
G For the subsequent 18 weeks a payment of 30% of the AIA of the child may be paid.
vi) EPP will set a time scale for review, in the first instance this will be a maximum of 6 months.
vii) In the event of the placement being a respite care arrangement in support of the above
circumstances the formula will apply on a pro-rata basis, but will only apply at the 30% level.
11.5 Exceptions
Any extension to or variation of, this payment schedule will only be agreed in exceptional
circumstances. An application to support an extension or variation must be made to the EPP.
Peter Crawhurst, November 2003
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
275
Rates of payment to foster carers from 1 April 2009
Household fee rates
Level
One child
Two children
Three children
Four children
Five children
1
£80.36
£88.27
£97.72
£108.71
£121.31
2
£111.16
£119.07
£128.52
£139.51
£152.11
3
£215.95
£223.86
£233.31
£244.30
£256.90
4
£300.58
£308.49
£317.94
£328.93
£341.53
(Disturbance fee is £12.38)
All-inclusive allowance (AIA)
Age
Weekly rate
Nightly rate
Suggested pocket
money per week
0–3
£153.37
£21.91
£1.35
4
£153.37
£21.91
£2.10
5–7
£182.42
£26.06
£2.10
8 – 10
£195.09
£26.06
£2.40
11 – 12
£208.11
£29.73
£4.00
13
£213.85
£29.73
£7.40
14
£215.74
£29.73
£9.20
15
£217.77
£29.73
£10.95
16 – 18
£235.27
£33.61
£12.75
Notes
1. When a child is in placement the AIA is paid for the equivalent of 56 weeks per year (i.e. four
additional payments in a 12 month period) to cover the extra costs associated with school
holiday, birthday and Christmas expenses.
2. For periods of less than a full week a pro-rata daily allowance is payable.
3. Mileage Allowance and public transport: for mileage in excess of six miles per round trip to
school is paid at 10 pence per mile. For mileage in excess of 100 miles per week a rate of 40
pence per mile is paid. Public transport is refunded at the actual cost over and above that which
would normally be incurred.
4. In the even of a taxi being commissioned to transport a child to school when it would normally
be expected that the foster carer him/herself would undertake this task, £15.00 per week (prorata if only some journeys commissioned) will be deducted from the AIA for the duration of the
use of the service.
WS097 / Edition 5 / March 2009
276
West Sussex children’s social care
Foster Carers’ Handbook
Exceptional payment panel guidelines
1. Terms of reference
1.1 The Exceptional Payments Panel determines and moderates the use of funds from the fostering
and adoption/residence order budgets to meet the exceptional needs of children who are:
G looked after by the authority within foster homes;
G who are the subject of residence or adoption order applications and who require the granting
of an enhanced allowance to support the planned placement;
G who are already in receipt of residence or adoption order allowances but who require the
payment of an enhanced allowance to support the placement.
1.2 Such payments must:
G be beyond the inclusive provisions of the All Inclusive Allowance (AIA);
G relate to the payment of a retainer under the terms of the Payment and Accreditation Scheme; or
G fall within the terms of the adoption and residence order allowance schemes.
2. Process
2.1 The EPP will meet to consider applications on a monthly basis. An annual schedule of meetings
will be published at the beginning of each financial year.
2.2 Applications should be approved by the locality service manager prior to submission.
Additionally, any applications for an enhanced residence or adoption allowance should be
discussed with and approved by the service manager family placement before submission (see
3 below: Appeals and Attendance in Person).
2.3 Applications should be submitted in writing to Financial Services – children’s social care group
on a SOS5 together with additional information on the EPP application form. Applications
should be submitted at least one week in advance of the meeting to enable panel members to
consider, and if necessary consult upon, before the meeting.
2.4 The reasons for exceptional payments must be drawn from the child’s care plan. Any relevant
decisions of Accommodation Management Group (AMG) should be noted on this form as
should any imperatives arising from legal proceedings or from recommendations of the
Adoption Panel.
2.5 Applications should include relevant background information with a clear statement as to why
the payment sought is exceptional. It is not necessary to generate completely new information
if appropriate documentation already exists.
2.6 With regard to fostered children it must be shown that the payment is not met within the AIA.
(See attached guidance).
2.7 With regard to residence or adoption order allowances, direct reference must be made as to
how the circumstances meet the criteria established for an enhanced or exceptional one-off
payment in the Adoption and Residence Order Allowance Scheme. (See attached scheme).
2.8 The duration of any exceptional payment should be clearly identified. If that is not possible
because of uncertainties in the care or legal planning process, a record of the factors (including
dates of relevant meetings, hearings etc) that will determine the duration of the payment with
proposals as to a timetable of review of the payment.
WS097 / Edition 5 / March 2009
West Sussex children’s social care
Foster Carers’ Handbook
277
2.9 The decision of the EPP will be sent to the service managers, team managers and family
placement teams by e-mail. Service managers and/or team managers will advise relevant
locality social worker or family placement social worker who will arrange for carers to be
notified of the decision. When ever possible the decisions of the EPP will be communicated
within 24 hours of the meeting.
3. Urgent payments
3.1 In the event that a payment is required urgently, with delay until the next EPP meeting being
detrimental to the child, requests for authorisation of urgent payments should be faxed to
Financial Services on a SOS5 together with an EPP application form. For ease of decision
making, the EPP application form may be e-mailed so that it can be distributed electronically
without delay. Any such requests must be authorised in the usual way by the locality service
manager.
3.2 Ongoing payments will only be agreed until the date of the next EPP meeting when a proper
decision will be made with the expectation that there will be all necessary information available
to the panel, including timescales for payment. Commitments beyond the authorisation of the
next EPP must not be entered into as the EPP may not authorise the payment.
3.3 Imprest payments to foster carers should be unusual and no payments, other than advances of
AIA, should be made unless approved by the EPP. If, once approved by the EPP, urgent payment
needs to be made via an imprest account, SOS5s should be marked "approved by EPP". If they
do not fall within foster care budgets they should be clearly coded to the appropriate budget.
4. Attendance in person
4.1 There is no expectation that staff will normally attend EPP in person. If however, the application
is for:
G an enhancement to a residence or adoption allowance for a period of more than 12 months;
G a lump sum payment of over £2000;
G any regular transportation costs for a foster child beyond the end of the academic term;
the EPP members may invite the social worker/family placement social worker to the meeting
to discuss the application.
4.2 Decisions of the EPP will take into account the needs of the child in the light of the information
presented. A key function of the EPP is to moderate payments so that it is clear to all concerned
that foster carers, those caring for children on residence order and adopters are treated fairly
and equitably.
4.3 If the decision of the EPP is considered by the social worker or family placement social worker
to be unfair or not in the child’s best interest, an appeal may be made to the next EPP meeting.
Under these circumstances it is likely that the social worker or family placement social worker
will be invited to attend to provide a fuller account of the circumstances. Such appeals should
only be made with the support and written confirmation of the appropriate service manager.
Peter Crawhurst
Service Manger, Family Placement.
August 2003
WS097 / Edition 5 / March 2009
278
West Sussex children’s social care
Foster Carers’ Handbook
WS319 April 2009
www.westsussex.gov.uk
WS097 / Edition 5 / March 2009