Making good private fostering assessments

Making good private fostering assessments

corambaaf.org.uk CoramBAAF Adoption and Fostering Academy 41 Brunswick Square London WC1N 1AZ © CoramBAAF2023

“Local authorities need to have in place and implement effectively procedures for determining the suitability of all aspects of a private fostering arrangement and for ascertaining that private foster carers, and their household and premises, provide an environment in which the child’s welfare will be safeguarded and promoted.

Local authorities are expected to make a decision about the suitability of all aspects of an arrangement within 42 working days from notification or as soon as the outcome of the DBS check(s) are known, whichever is the sooner.

This timescale relates to that needed to undertake both initial and core assessments in accordance with the Framework for the Assessment of Children in Need and their Families (2000)."

Replacement Children Act 1989 Guidance on Private Fostering (Reference: DFES-10016-2005)

Suitability of the private fostering arrangement

Determining whether the proposed or actual private fostering arrangement is suitable should start as soon as possible. Where it becomes clear that the arrangement is unsuitable, action should be taken as soon as possible.

If the private fostering arrangement is unsatisfactory, the authority shall: take practical steps to secure the care and accommodation of the child by a parent, person with PR or relative; and consider whether they should exercise any functions under the Children Act 1989 in respect of the child.

When determining the suitability of all aspects of a private fostering arrangement, private fostering social workers might also wish to consider the general knowledge and understanding that underpin all assessments. Research has shown that taking a systematic approach to enquiries using a conceptual model is the best way to deliver a comprehensive assessment for all children (Working Together to Safeguard Children 2018).

The aide memoire below provides a broad-based foundation for ongoing assessment work with the carer and the child.

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A child who is cared for by someone who is not a close relative for more than 28 days is living in a private fostering arrangement.

All local authorities have a responsibility to raise awareness of private fostering in their area.

A child-centred approach focus on the child’s needs for safety, security and stability; involve the child in the assessment; see the child alone, unless there are good reasons for not doing so; ensure a range of suitable tools and skills for communicating with children and young people of different ages and abilities; ascertain the wishes and feelings of the child with respect to the proposed arrangement; gather information about the history of the child and their circumstances and address issues of permanence; liaise closely with key services, eg. GP, HV, school; maintain a safeguarding approach to the assessment.

Cultural sensitivity be aware of needs arising from ethnicity, culture, religion, language, gender, sexuality and disability; consider children in transracial private fostering arrangements and their need to preserve a sense of identity and cultural continuity. involve parents; ensure parents are in agreement with the private fostering arrangement; if practicable, visit the parents to discuss the arrangement; ascertain their wishes and feelings with regard to the arrangement.

Involve carers

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consider their motivation for undertaking this arrangement; consider their relationship with the child and the child’s family; consider the financial arrangements that have been made between parent and carer; consider what help the carer might need to support the arrangement and provide information about how the local authority can help.

Why is this arrangement taking place?

Consider the following: where a child has come to the UK from overseas for the purpose of full-time education they may have no prior knowledge of the carer and be completely separated from their family. Where they are in private foster care to enable their parents to study or work, they may have prior knowledge of the carer but have limited contact with their parents. These children may be in transracial placements and the latter group may be very young. what is the anticipated length of the private fostering arrangement and what are the implications for the child’s permanence needs? what is the impact of separation on the child and how will the child be helped to deal with this? what is the impact on needs arising from culture and ethnicity for the child from overseas? Can the proposed carer meet these needs? What support might they need? are there language barriers, how will these be overcome? How will the child be enabled to preserve their first language? © CoramBAAF2023

are there language barriers, how will these be overcome? How will the child be enabled to preserve their first language? how will contact between the child, parents and carers be maintained? Are there any barriers to contact? some private foster carers look after a range of children who come to them either through word of mouth or because the carer publicises their availability. what is the carer’s motivation? What is the likely impact on their ability to meet the needs of the child? does the carer have the skills and knowledge to meet the individual needs of this child? what are the circumstances leading to the arrangement? how will contact with the child’s family be facilitated? many of the older children and young people in private fostering arrangements are there because of parental or family crisis or breakdown. This group may be particularly vulnerable because of their prior experience of family difficulties.

what is the child’s experience of abuse or neglect? is this an appropriate response to a crisis situation? how vulnerable is the child and what are the implications for this arrangement? are the parents in agreement with this arrangement? what efforts have been/are being made to reunite the child with their family?

Where the local authority considers that the child’s developmental needs are not being, or will not be, met, it should undertake an assessment as to whether the child is in need of services under s17 CA 1989, in accordance with the Framework for the assessment of children in need and their families.

This also provides the opportunity to consider where support and services can be provided to increase the capacity of the private foster carer to meet the child’s needs. Where a ‘child in need’ plan is put in place, this should be reviewed at minimum intervals of six months (Children Act 1989 Guidance on Private Fostering 3.2).

The purpose of the assessment using the headings of the Assessment Framework is two-fold – to assess the capacity of the proposed or actual private foster carer to look after the child and to assess whether the child is a child in need under s17 CA 1989.

Depending on the circumstances of the child and the proposed or actual private foster carer, a more in-depth core assessment may also be required (Children Act 1989 Guidance on Private Fostering 4.2).

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Single Assessments

The Single Assessment was introduced in response to the recommendations of The Munro Review of Child Protection, which was adopted by Working Together to Safeguard Children, March 2015. The Single Assessment replaces the previous Initial Assessment and Core Assessment within the Children and Young People’s Assessment Framework. The Single Assessment provides an opportunity for social workers to focus on the specific needs of, and allow appropriate time within the assessment for reflection and direct work with, the child/young Person to ensure a robust and analytical assessment. The assessment should assist in gathering information to identify risk factors as well as family strengths / protective factors.

A good assessment should consider:

Health What is the child’s general health? Does s/he have any medical conditions or impairments? What is her/his health history?

Are immunisations up to date?

Are there any concerns about the child’s diet or exercise?

Is the child’s physical development within expected limits?

Is the child’s speech and language development within expected limits?

Is the child registered with a GP and dentist?

Are there any health education issues, eg. with regard to sex education, use of drugs/alcohol?

Education Are the child’s skills in understanding, reasoning and problem-solving age-appropriate?

Can the child engage in creative and imaginative play?

Can the child interact appropriately with others?

Are there any concerns regarding school attendance, behaviour at school or exclusion?

What will be the impact on the child’s education of living in a private fostering arrangement? Will this cause disruption of education at a critical stage? © CoramBAAF2023

Emotional and behavioural development What is the child’s history of attachment to parents/caregivers?

Does the child have a relationship with an adult who makes them feel special?

What is the child’s relationship with the proposed private foster carer?

How does the child relate to their peers?

How does the child cope with stress? How does the child cope with change?

Does the child have any psychological or emotional difficulties – e.g., phobias, fears, self-harm, feeling lonely or isolated, feeling unhappy?

Is the child overactive?

Does the child have difficulty with concentration span?

Is the child able to manage their feelings and behaviour?

Does the child/young person engage in reckless or impulsive behaviour?

Are they involved in any of the following – substance misuse, early sexual activity, offending, violent and aggressive behaviour?

Identity How does the child view her/himself?

Does the child have any difficulties with self-image or selfesteem?

What is the child’s knowledge of their personal and family history?

Does the child have a sense of belonging and acceptance – by family, peer group, wider society?

Has the child experienced discrimination because of ethnicity, religion, language, gender, sexuality or disability?

What impact on sense of identity and belonging will private fostering have on the child?

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Family and social relationships What is the quality of the relationship between the child and their parents/caregivers?

How does the child relate to siblings, grandparents and others in the wider family? Are relationships with siblings reciprocal and supportive?

How stable and affectionate are the child’s relationships with significant others?

How will private fostering affect the child’s ability to maintain significant relationships with family members and others?

Does the child demonstrate a capacity for empathy?

Can the child make and keep friendships with ageappropriate peers?

Does the child have any relationships with others (children or adults) that cause concern?

Self-care skills How does the child perceive themselves and are they aware of how they are perceived by others?

Are there any concerns about the child’s appearance, cleanliness and personal hygiene?

Does the child dress appropriately for age, gender, culture and religion?

Social presentation Does the child have age-appropriate practical, emotional and communication skills required for increasing independence?

What is the child’s response to separation from caregivers?

Does the child have problem solving skills appropriate to their age?

Are there any particular needs relating to impairments or other vulnerabilities that affect the child’s capacity for selfcare and independence?

Parenting capacity Basic care Can the proposed private foster carer provide for the child’s basic needs (warmth, shelter, food, clothing and hygiene), including access to medical and dental care? © CoramBAAF2023

Ensuring safety Can the proposed private foster carer provide a safe environment for the child, protecting them from harm or danger?

Are there any concerns about health and safety in the home or environment?

Are there any concerns about protection of the child from other adults or children, and to what extent can the caregiver provide protection?

Emotional warmth Will the proposed carer be able to build a relationship with the child based on providing a sense of security and being valued?

Can the proposed carer respond sensitively to the child’s needs, recognising and supporting needs arising from separation?

Can the proposed carer demonstrate warmth, praise and encouragement appropriate to the child’s age and needs?

Will the proposed carer be able to promote the child’s sense of identity with regard to their ethnicity, culture, religion, language, sexuality or disability.

Stimulation Will the child have opportunities for play and interaction with other children?

Will the proposed private foster carer ensure the child attends school regularly and participates in learning?

Will the caregiver support the child in their learning and be able to provide them with appropriate resources to aid learning?

How will the proposed carer actively encourage the child’s learning and development through involvement in play and education? © CoramBAAF2023

How will they encourage the child to develop interests and talents? What opportunities for these can they offer?

Guidance and boundaries Can the proposed private foster carer be a positive role model for the child, for example, in the way they manage their behaviour and emotions?

Will they be able to provide supervision and protection appropriate to the child’s needs without over-protecting him/her?

How will the proposed carer provide appropriate boundaries, control and discipline?

Will they be able to help the child present themselves appropriately in different settings?

How will they ensure that the child has opportunities for developing problemsolving skills?

Will they be able to impart to the child, through their behaviour and lifestyle, an appropriate code of morals and values?

Stability and permanence To what extent does the proposed carer’s history and lifestyle suggest their capacity to provide stability and security for the child?

Does the proposed carer understand the importance of permanence in children’s lives? What is their commitment to providing a secure base for the child as long as it is required?

What is the relationship between the proposed carer and the child’s parents and other significant people in the child’s life?

Do they understand the importance for the child of being able to maintain meaningful contact with family members and others?

How will contact and the maintenance of friendships be promoted whilst the child is privately fostered?

Family functioning and environmental factors Family history and functioning What is the family history of the proposed private foster carer?

What is the history of their childhood experiences? What are the implications of this and any significant life events for their ability to provide a safe and secure home for the child?

Do they have any health difficulties? Should a full medical examination be requested?

Who else lives in the household? What is their relationship with the proposed carer? What are their views about the child joining the household?

If there are other children in the household, what are their needs and what are the implications for them and the incoming child?

How will the presence of other children affect the carer’s ability to meet the needs of the child?

Does anyone in the household present a potential risk to the child?

Have enhanced CRB checks been carried out on the private foster carers and all members of the household over the age of 16 years?

What do you know about the proposed carer’s lifestyle and the implications of this for providing safe and secure care for the child?

Wider family Might any of the members of the wider family or social network present a potential risk to the child?

What support will the proposed carer receive from wider members of the family? © CoramBAAF2023

Housing Is the condition of the house, internally and externally, suitable for the accommodation of the child? Are the basic amenities in good condition?

Are there any health and safety issues that will need addressing?

Will the child have appropriate sleeping arrangements and private space?

In the case of a disabled child, is the house suitable and is there appropriate access?

Employment Is the proposed carer employed?

What are their working arrangements and the implications of these?

What is the proposed carer’s attitude to work and the kind of role model they offer to the child?

Income What income does the proposed carer have?

Have they made appropriate arrangements with the child’s parents to financially support the child?

Are they in receipt of all the benefits they are entitled to?

Will the addition of the child to the household cause any financial difficulties?

Family’s social integration What evidence is there that the proposed carer and their family are integrated in the local neighbourhood and community?

Does the neighbourhood in which the family lives present any potential risks to the child, e.g. local crime, anti-social behaviour?

Community resources Is there suitable access to a range of facilities and services to meet the needs of the child? These will include primary health care, day care and schools, transport, places of worship, shops and leisure facilities. © CoramBAAF2023