How is a teenager’s progress reviewed during a foster placement?

A teenager’s progress in foster care is reviewed as an ongoing process, combining day-to-day observations with formal review meetings. The purpose is to check whether the placement remains safe and suitable, whether the care plan is meeting the young person’s needs, and what changes or additional support may be required.

Progress is considered across several areas, including:

• physical and emotional health;
• attendance, attainment and engagement in education or training;
• personal care, routines and independence skills;
• relationships with foster carers, family members and peers;
• behaviour, confidence, communication and emotional regulation;
• participation in hobbies, community activities and positive relationships; and
• preparation for adulthood, including managing money, cooking, appointments and accommodation where appropriate.

The review is not simply a judgement about whether a teenager is following household rules. It looks at the progress that is realistic for that individual, taking account of their history, abilities, experiences and care plan. Small changes, such as attending more regularly, developing trust with carers or managing difficult feelings more safely, can be important indicators of progress.

Information gathered between formal reviews

Foster carers usually contribute regular information about daily life in the placement. This may include observations about mood, routines, school or college attendance, appointments, contact with family and any incidents or achievements. Recording information accurately helps the supervising social worker and the teenager’s social worker identify patterns rather than relying on one conversation at a meeting.

The teenager’s views are also gathered separately where appropriate. They may talk with their social worker, independent reviewing officer, foster carer, advocate or another trusted professional. A young person can have a different view from the adults around them, and that view should be recorded and taken seriously even when a decision cannot follow their preference.

Other evidence may come from education staff, health professionals, therapists, youth workers, family members and professionals involved in safeguarding. Information is shared appropriately, with the teenager’s privacy and welfare taken into account.

What happens at a formal review

A formal review brings together the relevant people to consider the teenager’s circumstances and the progress made since the previous review. The independent reviewing officer normally leads the meeting and checks that the care plan is being followed. The teenager should be supported to attend and contribute in a way that suits their age, communication needs and wishes. If attending the whole meeting would be difficult, their views can be gathered beforehand or discussed separately.

The meeting may consider whether:

• the placement continues to meet the teenager’s needs;
• the current arrangements are keeping them safe;
• support, therapy, health care or educational provision needs to change;
• family time and other important relationships are working well;
• the teenager understands decisions being made about them;
• their views and preferences have been properly considered; and
• the goals in the care plan remain appropriate.

The outcome should be recorded clearly, including agreed actions, who is responsible for completing them and when they will be checked. A review may confirm that the current plan is working, or it may lead to changes in support, routines, contact arrangements, education provision or the longer-term plan.

Reviewing education and health separately

Education and health needs may be examined through related planning processes as well as the main looked-after child review. Education planning can address attendance, learning needs, exclusions, qualifications and support for transitions. Health reviews can consider physical health, emotional wellbeing, medication, appointments and access to specialist services. These discussions should link back to the overall care plan so that professionals are working towards consistent goals.

How foster carers contribute

Foster carers provide practical evidence and explain what is helping or creating difficulty in everyday life. They may describe changes in behaviour, sleeping, eating, school engagement, relationships or independence. They should also raise concerns rather than waiting for the next formal meeting, particularly where there is a safeguarding issue, a significant deterioration in wellbeing or a risk that the placement may become unstable.

Carers are not expected to assess a teenager clinically or resolve complex needs without professional help. Their role is to observe, record, communicate and take part in agreed strategies. The supervising social worker can help carers understand the review process, prepare information and identify training or additional support that may be needed.

When progress is limited or concerns arise

A lack of visible progress does not automatically mean that a placement has failed. The professionals should consider whether the goals were realistic, whether the teenager has understood them, and whether the right support has been provided. They may revise the plan, arrange further assessments, seek specialist input or break a larger goal into smaller steps.

Where there are serious concerns about safety, missing episodes, exploitation, self-harm, substance misuse, violence or a significant change in behaviour, these should be reported through the appropriate safeguarding arrangements without waiting for a scheduled review. A review can then consider the wider plan, but urgent risks require an immediate professional response.

Good reviews result in clear, young-person-focused actions rather than general statements. The teenager should know what has been decided, what support is available and how they can raise a concern if they disagree. Progress is then monitored through everyday care, professional contact and subsequent reviews, allowing the plan to develop as the teenager’s needs and goals change.