What information should foster carers receive before a placement begins?

Before a foster placement begins, carers should be given enough clear, relevant and up-to-date information to decide whether they can safely meet the child’s needs. This information is usually shared through the referral and placement discussion, then confirmed in the child’s placement plan and other care records. It should be proportionate to the proposed placement and updated when new information becomes available.

Information about the child

Carers should receive the basic facts needed to understand who the child is and what matters to them. This may include their preferred name and pronunciation, age, relationships, cultural identity, religion, language, interests and important personal history. Knowing how the child describes themselves and which adults they trust can help carers use respectful language and avoid making assumptions.

The referral should also explain why the child is coming into care, what has happened in previous placements where this is relevant, and what the local authority hopes the placement will provide. Carers should be told whether the placement is intended to be short-term, long-term, emergency, respite or part of a plan for reunification or another permanent arrangement. The plan may change, but the expected purpose and likely timescale should be discussed as honestly as possible.

Health and development

Health information should cover diagnosed conditions, allergies, medication, dietary requirements, disabilities, sensory needs, emotional wellbeing and any appointments or treatment. Carers should know how medication must be stored, administered and recorded, and which health professionals are involved. They should also be told about relevant developmental needs, sleep difficulties, continence, personal care or communication requirements.

Information may not always be complete when a placement is arranged, particularly if the move is made urgently. In that situation, carers should be told what is known, what still needs to be checked and how further information will be obtained. A lack of information should not be treated as an assurance that there are no health, behavioural or safeguarding concerns.

Behaviour, safety and safeguarding

Carers need an accurate explanation of behaviour that could affect safety or the running of the household. This might include missing episodes, self-harm, aggression, substance use, harmful sexual behaviour, fire-setting, exploitation risks, criminal involvement or difficulties with boundaries. Information should explain known triggers, early warning signs, strategies that have helped and actions to take if risk increases.

This information should be specific rather than described only with general labels. For example, carers need to understand what a child may do, who may be at risk, what supervision is expected and whether any household arrangements need to change. They should be told about risks to other children, pets, visitors or members of the fostering household, as well as risks the child may face from others.

Daily care and practical arrangements

Before the child arrives, carers should understand their usual routines and immediate practical needs. This can include bedtime, waking, meals, clothing, personal care, school travel, transport, pocket money, technology, hobbies and comfort items. Details such as preferred foods, fears, calming approaches and important possessions can make the first days more manageable.

There should also be a clear plan for the arrival itself. Carers should know who will bring the child, what belongings and documents should accompany them, where they will sleep, what arrangements apply on the first evening and who will explain the household rules. If the child is arriving without familiar items, the supervising professionals should identify what needs to be provided.

Family contact and important relationships

Carers should be told who the child is expected to have contact with, how often contact takes place, where it happens, who supervises it and how transport is arranged. This may involve parents, siblings, wider family members or other significant people. The reasons for any restrictions or supervision should be explained, together with the action to take if contact is missed, changed or causes the child distress.

Contact arrangements are not simply a matter for the foster carer to decide. They form part of the child’s care planning and may be subject to decisions by the local authority or the court. Carers should know which changes they can agree themselves and which require approval from the child’s social worker or another responsible professional.

Legal status, authority and decision-making

The child’s legal status affects who can make particular decisions. Before placement, carers should be given the information they need about parental responsibility, court orders, restrictions, permissions and any safeguarding directions. They should also understand their delegated authority: the everyday decisions they can make without seeking separate permission, and the decisions that must be referred to the social worker, local authority or another person with legal responsibility.

This should include practical examples relevant to the child, such as school activities, routine health care, photographs, haircuts, trips, overnight stays or travel. Where consent is required, the placement information should identify who is responsible for obtaining it and how carers should record the decision.

Education and professional involvement

Carers should receive information about the child’s school or education provision, attendance, attainment, additional needs, transport and relationships with teachers. They should know about meetings, education plans and any support already in place. If a school move is being considered, the reasons and decision-making process should be explained rather than presented as an informal expectation.

The referral should identify the professionals involved with the child and the purpose of each person’s role. This may include the child’s social worker, supervising social worker, health professionals, education staff, independent reviewing officer and contact supervisor. Carers should have clear contact details and know who to approach for different types of question or concern.

Financial and household arrangements

Before agreeing to a placement, carers should be told how the child’s day-to-day costs will be met, what fostering allowance or other agreed payments apply, and which expenses require prior approval. They should clarify arrangements for clothing, school costs, activities, travel, equipment, birthdays and exceptional expenditure. Payment arrangements can vary according to the fostering service and the child’s circumstances, so carers should rely on the current written information rather than assumptions or outdated figures.

It is also sensible to confirm practical expectations for the fostering household, including sleeping arrangements, transport, pets, other children, visitors, confidentiality, digital devices and keeping records. Any condition attached to the carer’s approval that affects the proposed placement should be considered before the child moves in.

Questions to ask before agreeing

• What are the main needs and risks, and what support is already in place?
• What information is confirmed, and what still needs to be assessed?
• What is the expected purpose and likely duration of the placement?
• What contact, education, health and transport arrangements are already agreed?
• What decisions can I make under delegated authority?
• Who should I contact about an urgent concern, a routine question or a change in circumstances?
• What training, equipment, financial support or additional supervision may be needed?

Carers should have time to consider the information and explain any concerns before accepting a proposed placement. If important details are unclear, they can ask for clarification or request a further discussion with the social worker and fostering service. Agreeing to a placement is not just about receiving a summary of the child; it is about checking that the proposed arrangements are safe, realistic and consistent with the carer’s approval and the needs of everyone in the household.