How are foster carers involved in decisions about a child’s care?

Foster carers are involved in decisions by providing day-to-day care, contributing information to the child’s care plan and helping professionals understand what will best support the child. The level of authority they have depends on the child’s legal status, the placement plan and any arrangements made by the local authority or fostering agency.

Decisions foster carers can usually make

Foster carers will generally manage ordinary decisions that arise as part of family life, such as routines, meals, clothing, bedtime, activities and helping a child take part in school or community life. The placement plan should explain which decisions are delegated to the foster carer and whether the child’s parent, social worker or another person must be consulted.

Delegated authority may also cover practical matters such as haircuts, ordinary outings, school activities and routine healthcare. It is important not to assume that every placement has the same arrangements. Foster carers should check what has been agreed before making decisions that could affect the child’s safety, identity, relationships, health or legal position.

How their information is used

Foster carers see the child in ordinary situations that professionals may not. Their records can show changes in mood, sleep, behaviour, learning, relationships and physical health. They may also notice signs that a child is worried about contact, struggling at school or beginning to feel more settled.

Information should be recorded factually, with dates and clear examples rather than assumptions. A foster carer might report that a child has stopped eating breakfast on several mornings, rather than concluding why this has happened. These details can help the social worker and other professionals assess needs, review risks and decide whether the plan should change.

Taking part in formal planning

Foster carers may contribute to meetings about the child’s education, health, contact arrangements, placement and longer-term plans. They can prepare by reviewing the current care plan, noting progress or concerns, and identifying questions that need an answer. Their contribution is usually shared with the professionals responsible for the meeting and recorded as part of the child’s information.

They may be asked to attend looked-after child reviews or provide a written report if they cannot attend. The independent reviewing officer should consider the foster carer’s information alongside the child’s views, the views of parents and reports from relevant professionals. Foster carers do not make the final decision simply because they provide the most day-to-day care, but their evidence should inform the decision.

Supporting the child’s participation

Children should be helped to express their wishes and feelings in a way that suits their age, understanding and communication needs. A foster carer can support this by explaining what a meeting is for, helping the child write down questions, checking that they understand information and sharing their views with the social worker when appropriate.

The child may choose to attend part of a meeting, speak privately with the social worker or use an independent advocate. Foster carers should avoid coaching the child or presenting their own opinion as the child’s view. Their role is to create a safe opportunity for the child to be heard, while passing on concerns if the child may be at risk.

Limits and professional responsibility

Foster carers do not normally have parental responsibility for a looked-after child. Wider decisions may therefore remain with the local authority, the child’s parents where they retain relevant rights, the court or another person with legal responsibility. Examples can include changes to the care plan, significant medical treatment, major education decisions, changes to contact arrangements and decisions about where the child should live.

Safeguarding decisions must be reported through the agreed procedure rather than handled independently. A foster carer should contact the supervising social worker or child’s social worker if they are unsure whether they can consent to something, if a decision has not been made, or if circumstances have changed. Immediate safety concerns should be dealt with using the emergency arrangements set out by the agency and local authority.

When views differ

Professional disagreement does not automatically mean that a foster carer’s contribution has been rejected. The carer can ask what evidence supports the proposed decision, how the child’s wishes have been considered, who has authority to decide and when the decision will be reviewed. Concerns should be raised promptly with the supervising social worker and, where necessary, through the agency’s complaints, escalation or dispute-resolution procedure.

A constructive contribution includes both strengths and concerns. Foster carers should explain what they have observed, distinguish fact from interpretation and suggest practical support that may help. This gives the child’s network a clearer basis for making decisions and ensures that the carer’s important knowledge of everyday life is included without placing responsibility for statutory decisions on the foster carer.