How are foster carers involved in decisions about a child’s care in Solihull?

Foster carers are active members of the professional network around a child, but they do not make every decision themselves. Their role is to provide day-to-day knowledge, carry out agreed care arrangements and contribute evidence to reviews and planning. Decisions are made according to the child’s care plan, the authority given to the carer and the responsibilities of the local authority, social worker, parents and other professionals.

What foster carers can usually decide

Foster carers generally make ordinary day-to-day decisions that help a child have a stable family life. These may include meals, bedtime routines, activities, clothing, hobbies, transport arrangements and participation in school or community life. The precise boundaries depend on the child’s age, circumstances, care plan and any court orders or restrictions.

Some decisions may need agreement from the child’s social worker, the fostering service or another person with parental responsibility. Medical treatment, education arrangements, contact with family members, travel, photographs, religious or cultural matters and significant changes to routines may require prior discussion. Carers should check rather than assume they have authority, particularly where a decision could affect the child’s safety, legal position or relationship with their birth family.

How their knowledge is used

Because foster carers see the child in everyday situations, they can provide useful evidence that may not be visible during professional visits. Relevant information can include:

• changes in mood, behaviour, sleep, appetite or presentation;
• how the child manages school, friendships, activities and transitions;
• triggers that cause anxiety or distress and strategies that help;
• progress towards agreed goals in the care plan;
• the child’s relationships, interests, identity and communication needs; and
• any concerns about safety, health, contact or emotional wellbeing.

Keeping clear, factual records helps the carer explain patterns rather than relying on memory. Notes should distinguish between what was seen or heard, what the child said, what action was taken and any follow-up needed. Information should be shared through the agreed professional channels and handled confidentially.

Meetings and formal reviews

Foster carers are normally expected to contribute to meetings relevant to the child, including statutory reviews, placement planning discussions, education meetings and professional consultations where their attendance is appropriate. They can prepare by reading the current care plan, noting changes since the previous meeting and identifying questions or recommendations.

At a review, a carer may explain what is working, where the arrangement is difficult and what support or changes could help. They can comment on contact arrangements, school participation, health appointments, behaviour support and the child’s day-to-day progress. Their views should be recorded alongside those of the child and other people involved. A carer can ask for an important concern or disagreement to be accurately recorded if the final plan does not reflect what was said.

The child’s wishes and feelings are central, taking account of their age and understanding. Foster carers should help the child express their views without coaching them or speaking over them. Depending on the circumstances, this may involve helping them prepare for a meeting, sharing observations about how they communicate or ensuring they know who they can approach independently.

Where the carer disagrees with a plan

Professional disagreement can be raised constructively. The carer should explain the evidence behind their view, describe the possible effect on the child and suggest a practical alternative. For example, a carer might question whether a proposed contact arrangement is manageable, explain why a transition is causing distress or ask for a health or educational concern to be assessed.

The usual first step is to discuss the issue with the child’s social worker and supervising social worker. If it is not resolved, the carer can ask for the concern to be escalated through the fostering service’s management or complaints process. Serious safeguarding concerns should be reported immediately through the agreed route rather than waiting for the next scheduled meeting. A carer’s responsibility is to share concerns promptly and professionally; the final decision may remain with the person or organisation holding legal responsibility.

Working within the agreed plan

Foster carers should not make promises about a child’s future, alter contact arrangements independently or share confidential information with people who are not authorised to receive it. They should also avoid presenting personal opinions as professional assessments. Instead, they can report what they have observed and ask the relevant professional to review the situation.

Training, supervision and regular conversations with the supervising social worker help carers understand delegated authority, safeguarding, recording and participation in reviews. These opportunities also allow carers to ask how a particular decision should be handled before acting. The arrangements may be different for each child, so the placement agreement and care plan should be treated as the starting point.

In practice, effective participation means combining the carer’s detailed day-to-day knowledge with the child’s own views and the expertise of social care, education, health and other services. This gives decision-makers a fuller picture while keeping legal responsibility and safeguarding duties with the appropriate professionals.