What happens if my first foster placement is not working?

A difficult first placement does not automatically mean that fostering is unsuitable for you or that the placement must end. Children may need time to adjust to a new home, and early difficulties can sometimes be addressed by clarifying expectations, changing routines and ensuring that everyone involved understands the child’s needs. The important issue is whether the concerns can be managed safely and whether the arrangement continues to meet the child’s welfare needs.

Start by identifying what is making the placement difficult. Keep clear, factual notes about incidents, patterns and changes in behaviour. Record what happened, when it happened, who was present, what action was taken and how the child responded. This can help distinguish between normal settling-in difficulties and concerns requiring a more formal response. Avoid labelling the child or making assumptions about their motives; describe observable behaviour and its effect on the household.

Common early challenges may include disrupted sleep, conflict around boundaries, reluctance to attend school, anxiety about contact with birth family, difficulty accepting household routines or behaviour that reflects previous trauma. These issues need to be considered alongside the child’s history, communication needs, age and existing plans. A response that works for one child may not be appropriate for another.

Review the agreed care arrangements. The placement information should set out the child’s known needs, routines, contact arrangements, health information, education arrangements, delegated authority and any known risks. Check whether the current household expectations and daily routines are consistent with that information. If important details were unclear, have changed or do not reflect what is happening in practice, raise this through the relevant professionals so the arrangements can be reviewed.

A placement review may consider:

• the child’s safety, emotional wellbeing and day-to-day functioning;
• the impact of the placement on other children and household members;
• whether the child’s needs can be met with the available skills, space and routines;
• whether contact, school or health arrangements are contributing to the difficulty;
• what practical changes, specialist advice or extra training could help; and
• whether the current plan remains appropriate and realistic.

Keep the child involved in an age-appropriate way. A child may show that something is wrong through their behaviour rather than explaining it directly. Give them opportunities to share their views without pressuring them to take sides or criticise their birth family. Their wishes and feelings should be considered as part of the professional assessment, while adults remain responsible for decisions about safety and care.

If the concern involves a safeguarding issue, an allegation, a serious incident or a risk of harm, follow the safeguarding and recording procedures provided by the fostering service. Do not conduct your own investigation or question the child repeatedly for an explanation. Make a factual record and pass the concern to the appropriate social care professional. Where there is an immediate risk of serious harm, use the emergency arrangements given to you by the responsible professionals.

Sometimes a placement can continue after changes have been agreed. Those changes might involve a revised routine, clearer boundaries, a different approach to communication, additional support for the child, more coordinated contact arrangements or further guidance for the household. Any significant change should be recorded and shared with the professionals responsible for the child and the fostering household, rather than being managed informally.

In other cases, the assessment may conclude that the placement cannot safely or sustainably continue. Ending a placement should be handled as a planned professional decision wherever circumstances allow, with arrangements made for the child’s transition and for the foster family to understand what happens next. A placement ending is not necessarily a judgement on your commitment or ability; it may show that the child’s needs and the available care arrangement were not a suitable match at that point.

Afterwards, take part in the review of what happened. This should cover the events leading to the difficulty, the support and information provided, the child’s experience, the effect on the household and what should be considered before any future placement. Be open about what you found manageable and what you would need to do differently. This reflection can inform future matching, preparation and training, but you should not accept another placement until you and the fostering professionals are satisfied that the circumstances have been properly considered.