How is an LGBTQ+ foster placement reviewed after it begins?

After an LGBTQ+ foster placement begins, the review process examines how the arrangement is working in practice and whether the child’s care plan, daily support or safeguarding arrangements need updating. It is not a judgement on the child’s identity or on the carer’s ability to provide LGBTQ+ affirming care. The focus is whether the placement remains safe, stable, respectful and suitable for the child’s changing needs.

What is considered during a review?

The review should look at the child’s lived experience, rather than relying only on written records or adults’ impressions. Relevant areas may include:

• whether the child feels accepted, listened to and able to express their identity without pressure;
• how the child’s preferred name, pronouns, clothing, hairstyle and presentation are being respected;
• whether privacy and confidentiality are being handled according to the child’s age, understanding, wishes and safeguarding needs;
• the child’s relationships with foster carers, household members, peers, school and birth family;
• any bullying, harassment, discrimination, exploitation, online abuse or identity-based harm;
• the effect of the placement on the child’s emotional wellbeing, behaviour, education and physical health;
• whether contact arrangements or information-sharing with family members remain appropriate; and
• whether the foster carers have the guidance, training and practical resources needed to respond well.

A child may not describe difficulties using terms such as homophobia, biphobia or transphobia. Changes in mood, withdrawal, anxiety, reluctance to attend school, self-harm or conflict at home may indicate that more direct questions and specialist advice are needed. A review should therefore consider both what the child says and any relevant changes in their behaviour or presentation.

Who contributes information?

The child’s views should be central, with communication adapted to their age, development, speech, language and communication needs. They may contribute in the meeting, speak privately with their social worker beforehand, provide written views, or use an advocate. A young person should be told what information will be shared, who will receive it and the limits of confidentiality where someone may be at risk of harm.

The foster carer will usually provide practical information about daily routines, relationships, appointments, school, contact and any incidents. The child’s social worker and other professionals may contribute, including education, health, therapeutic or independent reviewing professionals where involved. The exact attendees depend on the child’s circumstances and the purpose of the review. The child should not be expected to disclose personal information in front of people they do not trust.

How the review is prepared

Before the meeting, the social worker should gather the child’s views and check the current care plan, placement agreement and previous actions. Foster carers can prepare by keeping factual records of significant events, conversations, incidents and support offered. Records should use the child’s correct name and pronouns where appropriate, distinguish fact from opinion, and avoid unnecessary detail about sensitive information.

It is useful to identify what has changed since the last assessment or planning discussion. For example, the child may have disclosed more about their identity, started at a new school, experienced an incident online, requested greater privacy, or changed how they wish adults to describe them. These developments may require the plan to be updated even if the placement itself remains stable.

What happens when a concern is identified?

The review should result in clear actions, not simply a record that a concern was discussed. Actions may include an updated safety plan, a conversation with the school, changes to contact arrangements, additional training for carers, a referral for therapeutic or health advice, or a more detailed plan for managing online and community risks. Each action should identify who is responsible and how progress will be checked.

Some matters should not wait for the next scheduled review. A disclosure of abuse, a serious safeguarding incident, a significant deterioration in emotional wellbeing, or a risk of the placement ending should be reported through the appropriate social care and safeguarding procedures straight away. The placement can then be reviewed more urgently if necessary.

Can the placement plan change?

Yes. A placement plan is not fixed simply because the placement has already started. The child’s needs, understanding and wishes may develop, and the adults supporting them may need to change their approach. For instance, the plan may need to state more clearly who can use particular information, how the child wants to be addressed at school, how family contact is managed, or what steps should be taken after discriminatory behaviour.

Any change should be explained to the child in a way they can understand. Where a proposed change affects safety, contact, privacy, education or health, the relevant professionals should record the reasons and consider the child’s views. A disagreement should be documented and escalated through the appropriate social care process rather than left unresolved.

What if the placement is not meeting the child’s needs?

A review may conclude that more support or clearer guidance is needed. It may also identify that the placement is no longer suitable or that the child’s needs cannot safely be met within the current arrangement. This should be considered carefully, with the child’s welfare as the priority and without treating their LGBTQ+ identity as the cause of the difficulty.

Foster carers should raise concerns early, including if they are unsure how to respond to a new disclosure, family reaction, school issue or safeguarding risk. Asking for guidance is part of responsible fostering. It allows the supervising and social work teams to consider what practical changes, professional input or additional planning may be required.

For a review to be meaningful, the child must be able to speak honestly, the foster carer must be able to discuss challenges without fear of blame, and professionals must turn the information gathered into specific, recorded actions. This creates a continuing record of whether the placement is meeting the child’s needs and what must happen next.