How does a foster carer’s experience affect placement matching?

A foster carer’s experience is considered as evidence of the skills, understanding and capacity they may bring to a particular placement. It does not mean that a carer must have dealt with exactly the same circumstances as a child. Instead, the matching process looks at how relevant, recent and transferable their experience is, and whether it fits the child’s needs and the requirements of the proposed placement.

Experience may include:

• Previous fostering, including the ages, behaviours and needs of children supported
• Parenting or caring responsibilities, where these demonstrate relevant practical skills
• Paid or voluntary work with children, young people or adults who need additional support
• Experience of disability, health conditions, communication needs or emotional distress within the family or community
• Knowledge gained through education, training or professional roles
• Personal experience that has helped the carer understand particular aspects of identity, family relationships or life circumstances

The relevance of experience depends on the child’s situation. For example, experience of supporting a child with additional communication needs may be useful when considering a placement where communication, routine and sensory needs are important. Experience of caring for teenagers may be relevant where a young person needs help with independence, boundaries and preparation for adulthood. However, experience in one area does not automatically mean that a carer is suitable for every placement involving that area.

The assessment considers what the carer actually did, rather than simply the job title or description of a past role. The matching team may need to understand how the carer responded to distress, managed behaviour, worked with other professionals, maintained boundaries and reflected on what happened. They also consider whether the experience is recent enough to be useful, whether it was supervised, and whether the carer understands the difference between supporting a child in a professional setting and caring for them as part of a household.

Previous fostering experience can provide useful evidence, but it is not treated as a guarantee that another placement will be suitable. A carer who has supported one age group or type of placement may need further preparation before caring for a child with different needs. Equally, someone new to fostering may have strong transferable skills and may be considered for an appropriate placement with the right preparation and support.

Experience is also considered alongside the carer’s approval terms and household circumstances. This can include:

• The ages and number of children the carer is approved to foster
• The capacity of everyone in the household to manage the proposed arrangement
• Existing children or adults in the home and how a new placement may affect them
• The carer’s ability to manage appointments, education, contact arrangements and professional meetings
• Any practical requirements connected with the child’s health, mobility, communication or daily routine
• The carer’s understanding of the child’s history and the support that may be needed

Where a carer has limited experience in an area, this does not necessarily rule out a placement. The team may identify specific learning, advice or practical arrangements that should be in place before the child moves in. The carer should be given enough information to make an informed decision and should be able to raise questions about risks, expectations and the help available.

A proposed match should therefore be viewed as a considered decision, not a comparison based on experience alone. The child’s assessed needs, relationships, identity, education, health, contact arrangements and any known risks all remain important. A carer’s experience helps the team judge whether they can meet those needs safely and consistently, while discussions with the carer establish whether the placement is realistic for the whole household.

Foster carers can ask how their existing experience has been taken into account and what further preparation would be expected for a particular child. This can help them understand why a placement has been suggested, identify areas where they may need guidance and decide whether they can provide the care required.