How is a child’s voice included in a first foster placement?

A child’s voice is included in a first foster placement through planned participation in decisions about their care, not simply by asking for their opinion once. Their wishes, feelings, communication needs and understanding should inform the matching process, placement plan, daily routines, contact arrangements and reviews. Adults remain responsible for safeguarding and legal decisions, but they should explain decisions clearly and record how the child’s views were considered.

Before a placement begins, the social worker should share information about the child’s needs, preferences and experiences with prospective foster carers, subject to confidentiality and safeguarding requirements. This may include how the child communicates, what helps them feel secure, important relationships, cultural or religious needs, education, health matters and situations that may cause distress. Where appropriate, the child should be helped to understand who the foster carers are, where they may live and what the first few days could involve.

Children express themselves in different ways. A young person may speak directly, while a younger child may use play, drawings, behaviour or simple choices. A child with additional communication needs may require visual aids, an interpreter, specialist communication support or extra time. Foster carers should avoid assuming that silence means agreement. They should notice changes in behaviour, check their understanding and work with the social worker to identify the most suitable way for the child to communicate.

In the first days of a placement, participation often involves manageable choices rather than expecting the child to make major decisions. For example, they may be able to choose where to keep belongings, which meal options they prefer, how they would like to arrange their bedroom, or whether they want to join a family activity. These choices can help establish a sense of control while adults deal with the formal arrangements and immediate safeguarding responsibilities.

A foster carer should explain household routines and boundaries in language the child can understand. They should also explain which matters are flexible and which are determined by the child’s care plan, court directions, school arrangements or safety requirements. If a request cannot be agreed, the child should receive an honest, age-appropriate explanation rather than being left to think their views were ignored.

The child’s voice should be reflected in the placement plan. This may cover:

• how the child wants adults to address them and communicate with them;
• important routines, comfort items and ways of helping them settle;
• their views about family, friends and other significant relationships;
• preferences relating to food, clothing, faith, culture, identity and privacy;
• education, hobbies and activities they would like to continue;
• health concerns or appointments they want explained to them; and
• what they would like adults to do when they feel worried, angry or overwhelmed.

The child’s views may not always be consistent, particularly during a stressful transition. They may initially say very little, change their mind or communicate their feelings indirectly. This does not make their participation less important. Foster carers and professionals should allow time for trust to develop, revisit subjects sensitively and distinguish between a temporary reaction and an ongoing preference.

Children in care should have opportunities to contribute to formal care planning and review arrangements. Their social worker should explain what is being discussed, help them prepare and find out whether they wish to attend all or part of a meeting. If they do not attend, their views should still be obtained and presented accurately. An independent reviewing officer oversees the review process and should check whether the child has been involved and whether the plan reflects their needs and wishes.

An independent advocate may be appropriate where a child needs help expressing their views, wants support with a complaint, or believes decisions about their care are not being properly considered. Foster carers should not speak for the child automatically. Their role is to help the child communicate, pass on relevant observations and make sure the child knows who they can approach for independent support.

Foster carers also include a child’s voice by recording their day-to-day experiences accurately. Relevant observations should be shared with the social worker, particularly where the child’s behaviour, health, relationships, education or emotional wellbeing changes. Records should separate what the child said from the carer’s interpretation. Confidential information must be handled appropriately and should not be discussed with people who are not involved in the child’s care.

There are limits to participation. A child’s wishes cannot override immediate safeguarding action, legal restrictions or decisions made by the responsible authority. However, a different outcome does not mean the child’s voice can be disregarded. The decision-maker should consider the child’s age, maturity, understanding and ability to assess risk, explain the reasons for the decision and identify any safe alternatives where possible.

For a first foster placement, the most effective approach is consistent involvement: prepare the child with clear information, offer realistic choices, use communication methods that suit them, record their views, review arrangements regularly and explain decisions. Foster carers receive guidance and support from their supervising social worker and the child’s professional network, helping them respond appropriately while keeping the child’s participation central to everyday care.