What records are required in residential foster care?

In residential foster care, the required records usually cover the child’s placement, care and protection, together with the decisions and actions taken by carers, staff and professionals. The exact format depends on the fostering provider, local authority and type of placement, but records should provide a clear, chronological account of what happened, what was considered and how the child’s needs were addressed.

Placement and personal information should be available from the start of the placement. This may include the child’s name and identifying details, legal status, relevant history, care plan, placement agreement, known risks, allergies, communication needs and important relationships. Information should be updated when circumstances change, with significant changes recorded rather than left only in informal conversations.

Daily care records show how the placement is working in practice. Depending on the setting, they may include entries about routines, meals, personal care, sleep, presentation, mood, participation in activities and any changes in behaviour. These entries should be proportionate and relevant. A record should describe observable facts, such as what a child said or did, rather than use labels or assumptions about their motives.

Health and medication records can include appointments, professional advice, treatment plans, medicine received or refused, administration times, missed doses and any side effects or concerns. A record should identify who administered medication and follow the provider’s procedures for storage, recording errors and seeking medical advice. Health information is particularly sensitive and should only be shared with people who have a legitimate role in the child’s care.

Education and development records may include attendance, punctuality, homework, school communication, meetings, achievements, additional learning needs and agreed support. Records can also track progress against the child’s care plan, personal goals and preparation for independence. The purpose is not simply to collect information, but to help carers and professionals identify whether the child is receiving suitable support.

Contact records document arrangements with parents, siblings, relatives and other significant people. They may note whether contact took place, who attended, any changes agreed by professionals and relevant observations about the child before or after the visit. Contact notes should remain factual and should not become a forum for personal criticism of family members.

Incidents, safeguarding and risk records are needed when something may affect the child’s safety or welfare. These can include allegations, missing episodes, injuries, bullying, exploitation concerns, self-harm, damage, serious conflict, unauthorised visitors and any use of physical intervention where permitted by the relevant policy. The record should normally include:

• the date, time and location;
• who was involved or present;
• what was observed, using the child’s own words where relevant;
• what action was taken and by whom;
• which manager, social worker or other professional was informed;
• the outcome, follow-up and any changes to the risk assessment or care plan.

Serious concerns should be reported through the safeguarding procedure as well as recorded. A log entry does not replace an immediate referral, medical attention or notification to the responsible authority when those actions are required.

Reviews and decision-making records should show how the placement is monitored. This may include placement planning meetings, statutory reviews, key-work sessions, supervision discussions, changes to support arrangements, complaints, advocacy and the child’s views. Recording the child’s views is important even when they do not determine the final decision; the record should explain how their wishes were considered and, where appropriate, why a different course was taken.

Financial and property records may be required for pocket money, personal allowances, savings, purchases made for the child, valuables, clothing and belongings brought into or removed from the placement. Receipts, signatures or other checks may be used under the provider’s policy. These records help prevent disputes and make it possible to account for money and possessions during a move.

Residential settings may also maintain records about the home and the people providing care. These can include staff or carer approval information, training, supervision, handovers, visitors, health and safety checks, fire procedures, maintenance issues and complaints. Such records support safe management of the placement, but should be kept separately from the child’s day-to-day case notes where appropriate.

Good record-keeping practice means writing entries promptly, dating and signing them, using clear language and correcting mistakes without obscuring the original entry. Digital systems should use individual logins and an audit trail. Paper records should be stored securely. Information should be shared on a need-to-know basis, in line with data-protection requirements and the provider’s retention policy. Records should not be copied to personal devices or discussed where unauthorised people could see or hear them.

Children and young people may be able to access information held about them, subject to the relevant legal safeguards and the need to protect other people’s confidential information. Carers should not promise absolute confidentiality if a child discloses something indicating a risk of harm. Instead, they should explain that information may need to be shared with the appropriate safeguarding professionals.

Before approval or placement, prospective foster carers should ask the fostering provider which recording system is used, which entries they are expected to complete, how incidents are escalated, who checks records and how the child’s information is protected. Training and ongoing support should cover the provider’s specific forms and procedures, because an incomplete record can make it harder for professionals to understand a child’s needs or respond consistently.