What happens when a child arrives for their first foster placement?

A child’s first foster placement usually begins with a handover from the child’s social worker or another authorised professional, followed by practical checks, an explanation of the household routine and careful support during the first few days. Foster carers should use the information provided about the child’s needs, legal circumstances, health, education and family relationships to provide consistent care while professionals confirm the arrangements.

At the point of arrival

• Welcome the child calmly and introduce household members, including pets, without overwhelming them with questions.
• Show them where they will sleep, where to find the bathroom, how to get a drink or snack and which areas of the home are private or shared.
• Explain the basic household routines and safety arrangements in language suitable for their age. Keep rules few and clear at first; further expectations can be introduced once the child is more settled.
• Check what belongings, medication, documents and comfort items have arrived with them. If important items are missing, tell the child’s social worker rather than making promises about when they will be provided.
• Give the child choices where possible, such as which clothes to wear or where to put personal items. Small choices can help them feel more secure without placing responsibility for major decisions on them.

The foster carer should receive key information before or during the handover. This may include the child’s preferred name, age, known health needs, allergies, medication, dietary requirements, sleep pattern, education arrangements, communication needs, significant experiences, identified risks and the reason for the placement. It should also explain the child’s legal status, who holds parental responsibility, what decisions the carer can make and which decisions need professional or parental agreement.

The first evening

The first evening is generally about safety, food, rest and predictability rather than obtaining a complete account of the child’s history. A child may be quiet, talkative, watchful, distressed, unusually compliant or unable to sleep. These responses can reflect uncertainty and previous experiences, so carers should avoid pressing for explanations or treating an unsettled reaction as deliberate misbehaviour.

Offer a simple meal or familiar alternative, explain the bedtime routine and make it clear how the child can ask for help. Do not insist on physical affection or expect the child to use family names. If the child is sharing a home with other children, protect everyone’s privacy and supervise interactions in line with the agreed risk information.

Any immediate health concern, safeguarding concern, missing medication or uncertainty about a safety issue should be raised with the child’s social worker and supervising social worker. Medication should only be given in accordance with the instructions and permissions provided. If urgent medical attention is needed, the appropriate emergency health service should be contacted and the responsible professionals informed.

During the first few days

Carers normally help the child understand what will happen next, including education, family contact, appointments and visits from social care professionals. The child may need practical help with clothing, toiletries, school equipment, transport and communication with people who are important to them. These arrangements should follow the agreed plan rather than being improvised without consultation.

Contact with parents, relatives or other significant people must be managed according to the contact arrangements set by the responsible authority. Foster carers should not make independent changes to the frequency, location or supervision of contact. If the child is worried about contact, returns upset or shares information that raises concern, record what was said as accurately as possible and report it through the agreed safeguarding route.

Education arrangements may need to be confirmed after arrival. The child might remain at their existing school, transfer to another setting or need temporary arrangements while professionals assess what is suitable. Foster carers can support attendance and communication with school, but should check with the child’s social worker before making significant educational decisions.

Information, recording and communication

From the beginning of the placement, keep clear, factual records of significant events, conversations, health matters, incidents, contact and the child’s presentation. Record the child’s words accurately where relevant and distinguish observed facts from opinions or assumptions. These records help professionals understand how the placement is progressing and may form part of the child’s care record.

Foster carers should ask questions when information is incomplete or contradictory. Useful questions include:

• Who should be contacted about health, education, behaviour or safeguarding concerns?
• What are the arrangements for family contact and who is responsible for transport or supervision?
• What decisions can the foster carer make under delegated authority?
• Are there known triggers, safety risks, dietary restrictions or communication needs?
• When will the placement plan be confirmed or reviewed?
• What support is available to the foster carer if the child’s needs change?

Helping the child settle without rushing the process

Consistency is usually more helpful than a busy programme of activities. Keep agreed routines, explain changes in advance and use calm, age-appropriate language. Avoid making promises about how long the placement will last, when the child will return home or what decisions other adults will make. Instead, explain what is known and say when the child can expect further information.

It is also important to recognise that behaviour can change after the first few days. A child who initially appears settled may later become angry, withdrawn, anxious or demanding once they feel able to express uncertainty. This should be discussed with the supervising social worker and considered alongside the child’s history, developmental stage and care plan. Carers should use agreed strategies, maintain boundaries and seek advice rather than trying to manage significant difficulties alone.

The placement will then be monitored through communication with the child’s social worker, the supervising social worker and other relevant professionals. The child’s views should be sought in a way that suits their age and understanding. Early concerns should be shared promptly, just as positive progress should be recorded. The aim is to ensure that the care arrangements remain safe, appropriate and responsive as more is learned about the child’s needs.