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

Foster carers are actively involved in reviewing and planning a child’s placement, but they do not make formal decisions about whether the placement continues or where the child should live. Their role is to provide day-to-day evidence, contribute to meetings, carry out agreed plans and raise concerns when a child’s needs or circumstances change.

Before and during a review

The foster carer will usually discuss the placement with the child’s social worker and supervising social worker before a review meeting. This is an opportunity to provide an up-to-date account of:

• the child’s physical health, emotional wellbeing and behaviour;
• progress at school, college or other education provision;
• relationships with family members, carers and peers;
• contact arrangements and how the child responds before and after contact;
• important achievements, worries or changes in presentation;
• support, services or adjustments that may be needed; and
• how well the current placement arrangements are meeting the child’s needs.

Keeping accurate records helps the foster carer give specific examples rather than relying on general impressions. Notes about routines, incidents, appointments, contact and progress can help professionals identify patterns and make better-informed plans.

Taking part in meetings

Foster carers may be invited to attend the child’s statutory review and other planning meetings, depending on the purpose of the meeting and the information that needs to be discussed. They can prepare by reading the previous plan, considering what has changed and writing down questions or recommendations.

During the meeting, the carer may explain what is working well, describe difficulties and suggest practical changes. For example, they might recommend additional help with education, a health referral, changes to contact arrangements or a different approach to managing behaviour. They should also say clearly if they believe the placement is becoming difficult to sustain or if the child’s needs are beyond the current support available.

Some sensitive information may need to be discussed separately, particularly where sharing it in front of the child or other people would not be appropriate. The social worker should explain how the foster carer’s contribution will be recorded and what information can be shared with the child and their family.

Influencing the day-to-day plan

Not every placement decision is made at a formal review. Foster carers can influence the ongoing plan through regular communication with the professionals involved. Their observations may lead to changes in routines, delegated authority arrangements, health support, education planning, contact supervision or therapeutic input.

Foster carers are often well placed to explain how a proposed plan would work in practice. They can identify practical issues such as travel, school arrangements, appointments, sibling relationships, cultural or religious needs and the child’s ability to manage a change. This does not mean that every suggestion will be accepted, but it allows the professionals making the decision to consider its likely effect on the child’s daily life.

The child’s wishes and feelings

A child’s views should be sought and taken into account in decisions about their care, in a way that reflects their age, understanding and communication needs. Foster carers can help by noticing how the child expresses preferences or worries, creating suitable opportunities for the child to speak and ensuring that their views are passed on accurately.

The foster carer should not coach a child to give a particular answer or ask them to choose between adults. Their role is to support the child to express themselves and to share relevant observations with the social worker. The child’s wishes are considered alongside their safety, welfare, development and longer-term needs.

When people disagree

It is possible for foster carers, parents, social workers and other professionals to have different views about the best plan. A foster carer should explain the reasons for their view, refer to evidence and ask what further information is needed. Concerns should be raised promptly rather than saved for the next scheduled review, especially where there is a safeguarding issue, a significant deterioration in the child’s wellbeing or a risk that the placement may end unexpectedly.

The supervising social worker can help the carer understand the decision-making process and support them in communicating concerns. The child’s social worker remains responsible for considering the child’s circumstances, while the relevant local authority or responsible organisation makes formal decisions within the legal and care-planning framework.

After a decision is made

Foster carers should receive clear information about decisions that affect the placement, including what is expected of them and what support will be provided. The agreed actions should be recorded in the relevant plan, with responsibilities and timescales where appropriate. Carers can ask for clarification if a decision is unclear or if the practical arrangements do not match what was discussed.

Plans can be reviewed again when circumstances change. A child may settle, develop new needs, change their view about contact or require a different level of support. Ongoing communication is therefore important: foster carers contribute not through a single meeting, but through consistent, evidence-based information throughout the placement.