How are foster carers supported with children’s education in Shropshire?

Foster carers are supported with a child’s education through a planned approach that brings together the carer, the child’s school, the local authority and the professionals involved in the placement. The aim is to maintain educational stability, identify barriers to learning and make sure the child’s views and needs are reflected in decisions.

A key part of this support is the Personal Education Plan (PEP) . This records the child’s educational history, strengths, current needs, targets and agreed actions. Foster carers may contribute information about homework, routines, attendance, friendships and changes they have noticed at home. PEP meetings also provide an opportunity to review progress and decide whether additional help, equipment, tutoring or pastoral support should be considered.

Foster carers are usually helped to understand who is responsible for different education decisions. The child’s school may involve a designated teacher for looked-after children, while the local authority’s Virtual School team can provide advice about educational planning and progress. The child’s social worker and supervising social worker can help the carer prepare for meetings, share relevant information and follow up agreed actions.

Practical guidance can cover matters such as:

• helping a child settle into a new school or maintain links with their existing school where this is appropriate;
• establishing homework, reading and revision routines that reflect the child’s age and circumstances;
• understanding school policies on attendance, behaviour, uniform, trips and communication with carers;
• raising concerns about bullying, exclusion, anxiety, concentration or disrupted learning;
• requesting additional assessment where a child may have special educational needs or disabilities;
• preparing for changes between schools, key stages, examinations or post-16 education; and
• making sure education arrangements take account of contact plans, appointments and other commitments.

Training may help carers recognise how trauma, loss, disrupted attachments or previous gaps in education can affect concentration, behaviour and confidence. It can also cover constructive communication with teachers, supporting learning without creating pressure, and responding consistently when a child finds school difficult. This does not make the foster carer responsible for solving every educational problem; it gives them a clearer understanding of when to seek help and which professional to involve.

Foster carers should keep useful records, including school communications, attendance concerns, completed work, achievements and agreed actions from meetings. Sharing relevant information promptly helps professionals see patterns and prevents important concerns from being missed. Information should be handled carefully, following confidentiality requirements and the arrangements agreed for the individual child.

Some decisions can be made by foster carers as part of everyday care, while others may require agreement from the local authority or someone with parental responsibility. This can include changing schools, arranging certain assessments, giving permission for activities or making decisions about special educational provision. The child’s placement plan should explain the permissions delegated to the foster carer and who to contact when authority is unclear.

Most importantly, the child should be included in education discussions in a way that suits their age and understanding. Foster carers can help by asking what the child enjoys, what they find difficult and what they would like adults to change. Their views can then be taken to the school, PEP meeting or care review, alongside information from the professionals supporting them.

For anyone considering fostering in Shropshire, it is worth asking during the assessment what education training is available, how PEP meetings are arranged, who provides advice about special educational needs and what support is offered when a placement involves a school move or persistent attendance concerns. These details help prospective carers understand how educational decisions will be managed in practice.