3.3.9 Fostering Initial Assessment Guidance

AMENDMENTS

This chapter was updated in March 2010 and the chapter should be re read.

See new Section 14, The BAAF Form 1 Assessment Process

Introduction - Initial Fostering Assessment
What is Fostering?
Language and Literacy
Accommodation
Time Available for Fostering
Views of Applicant's Children
Support Network
Lifestyle
Relationship
Pets
Age Range/ Gender
Discrimination & Diversity
Recommendations
The BAAF Form 1 Assessment Process
Competencies linked to the CWDC for Prospective Foster Carers

Appendix 1: Practice Guidance for Completing Initial Assessments of Prospective Foster Carers

Appendix 2: Practice Guidance for Completing BAAF Form F1 Assessments of Prospective Foster Carers

Appendix 3: Suggestions for Evidencing the Competencies

Appendix 4: Practice Guidance Good Enough Applicants

Appendix 5: Practice Guidance for Referees' Visits

Appendix 6: Guidelines on Assessing Nominated Fostering Supporters

Appendix 7: Family Member Interview Questions

Appendix 8: Practice Guidance for Assessing Dogs

Appendix 9: List of Information for New Foster Carers

1. Introduction - Initial Fostering Assessment

An initial Fostering Assessment visit is an opportunity for the applicant(s) to find out whether they want to foster, as well as for us to decide if they meet our requirements (see Recruitment of Foster Carers Procedure, Section 3, The Initial Home Visit & the Eligibility Criteria to become a Foster Carer). It is also an opportunity to clarify any issues arising from the Fostering Application Form.

The Social Worker needs to ensure that the Initial Assessment Visit is conducted in a relaxed and friendly manner and that it does not become an interrogation. Although we need to obtain a lot of information, much of this can be obtained through conversation that progresses naturally from topic to topic, rather then going through the form systematically. The Social Worker should ensure that the applicant experiences the discussion, as a sharing of information to enable a decision to be reached as to whether fostering is right for their family.

2. What is Fostering?

The following need to be discussed:

Why children and young people are looked after, including possible length of placements, reasons for placements, and what the children bring e.g. delayed development, lack of boundaries, sexualised behaviour, poor school performance and attendance, offending behaviour, drugs, sexual activity, making sense of the past. All depending on age.
Working with parents including visits, acknowledging their importance in the child's life.
Working with the department including the supervising Social Worker and child's Social Worker, statutory visits, allegations, and attendance at meetings.
Legal issues, including uncertainty while assessments and court proceedings are in hand.
Their own background, relationships, health, motivation and support network.
Accommodation and other practical issues around managing the fostering task.
The assessment process, including checks and levels of intrusiveness.

3. Language and Literacy

During the visit, the applicant's ability to communicate in English can be gauged. If this is not at a level where they will be able to participate in meetings or advocate for a child, they should be encouraged to attend ESOL classes. We are unlikely to be able to assess anyone who will need to be assessed in a language other than English, other than as a relative or friend for a specific child.

If there are significant issues regarding literacy it may likewise be advisable for the applicant to improve their competence and confidence through an appropriate adult education class prior to proceeding further with the assessment.

The importance of Prospective Foster Carers ability to communicate and have command of basic English Language is that there is a clear expectation for all Foster Carers to be able to:

Communicate directly with the Looked After Child or Young Person
Advocate on behalf of the Looked After Child or Young Person.
Ability to complete accurate record keeping on children or Young People in their care.
Ability to complete training in accordance with CWDC Competencies.

4. Accommodation

The Social Worker needs to see all the areas of the house and garden. It should be of at a good standard of cleanliness and state of repair, bearing in mind that a home needs to feel lived in. Any obvious health and safety issues should also be recorded. The home should be both physically warm and emotionally warm and inviting for any Looked After Child.

Foster children must have their own bed. Bunk beds are not suitable for over 14s and top bunks are not suitable for children under 5 years of age.

Children of different genders over the age of 8 years of age should not be sharing. Children between the ages of 2 and 8 years of age of different genders should share only if they are siblings. Babies aged up to 18 months at point of placement can sleep in the carer's bedroom until they are 2 years old.

It is ideal that children over the age of 12 years should have a bedroom of their own. In some exceptional circumstances they may share a bedroom with a foster carer's own child of the same gender.

In all cases, the wishes and feelings of the applicants' own child should be sought and their age and any issues of vulnerability assessed. Generally there should be least a two-year gap between the age of the birth child and the foster child, with the foster child being the younger.- This does not always occur in terms of matching.

The size of the bedroom should allow private space for each child with enough room to store clothes and possessions.

Consideration also needs to be given to where children will do homework and where they will play inside and outside the house. (See matching children with carers and the sharing of bedrooms).

5. Time Available for Fostering

Applicants' availability to undertake the fostering task needs to be explored thoroughly. This task needs to be explored in the context of the needs of Looked After Children.

Looked after children and young people have poorer health than other children and young people do and more complex emotional needs. As a result they need to be taken to medical, dental and therapeutic appointments.
They may have more problems at school, meaning that carers may need to attend meetings at school, sit with children in the classroom or supervise them at home, if excluded. In any event they will need to give a lot of encouragement in this area.
The majority of children remain at their current school and many need to be escorted.
Carers need to facilitate contact with children's families.
Cares need to attend regular meetings about children.
Carers are expected to attend a comprehensive training programme to improve their fostering skills.
In the interests of a child's emotional security and personal safety, the number of people looking after a child should be consistent and limited.
Applicants' other commitments should also be discussed, e.g. working, looking after grandchildren, voluntary work.
The Social Worker will need to go into some detail about how they will manage the above tasks to ensure that fostering is a viable option. Where the applicants can undertake most but not all of the practical caring tasks, other solutions should be sought, e.g. another family member who could be included in the assessment or support from the agency.
Both partners (if a couple) need to be available for the assessment, which will be time-consuming.

6. Views of Applicant's Children

The applicants must discuss their plans to foster with their own children at an age appropriate level and established their views and areas they will need more information about. It will be essential that the assessing Social Worker also determines the wishes and feelings of the Prospective Foster Carer's own children; if there are concerns, the case could be deemed as being inappropriate to proceed; to illustrate if a Prospective Foster Carer's own children were not meeting their health and educational milestones - it might not be deemed as being appropriate for the case to proceed on the basis that Every Child Matters Protocols.

7. Support Network

Is there someone available in case of an emergency? Do they have family or friends for emotional and practical support when they encounter problems? It can be suggested that they think about identifying a number of people who would be able to fulfil this role.
It should be pointed out that they would also receive support and training from the department, their supervising Social Worker and Fostering Association. The importance of attending training, both preparatory and post-approval is being emphasised.

8. Lifestyle

Due to the recognised dangers of passive smoking, the applicants need to have a smoke free environment. Whatever they say, it is unlikely that applicants will give up smoking for fostering; we will encourage all Fostering Applicants to attend a Smoking Cessation Programme. Drinking should be moderate and alcohol kept out of reach of children and young people; during the Initial Assessment the prospective Foster Carers will be asked the amount of alcohol units that they consume, and this should be referred to the General Practitioner as part of the Adult Health Assessment. Having any form of illegal drugs in the house is not permissible when fostering: this issue will need to be discussed in terms of the prospective Foster Carer's own children and other visitors to the home who could be using illicit drugs.
Are there any types of unorthodox beliefs or practices – naturism, occult or supernatural - within the applicants’ family or close network that may not be compatible with fostering?
Have they got a car and will they be willing to use it for fostering?
Do they have regular overnight stays away from home for either business or leisure? If so the implications of this must be considered.

9. Relationship

If the applicant is in a relationship, both partners will need to be assessed, even if they do not live together. The relationship needs to be stable and of at least a years duration. Any ‘semi-detached’ relationship must be clarified at an early stage. Plans for birth children need to be discussed and the Social Worker may need to explain that it is difficult to give the necessary level of time and attention to fostering when dealing with one’s own young children or when trying to start a family.

10. Pets

Pets should not pose a risk to children and feeding and sleeping arrangements should be hygienic. The following dogs, proscribed by the Dangerous Dogs Act 1991, are not allowed in a foster home:

Pit bull Terriers
Japanese
Dogo Argentines
Fila Brazillieros

Special caution should also be exercised when assessing households containing:

Alsatian (German Shepherd)
Rottweiler
Doberman
Bulldog
A pack (more than two) dogs

Applications will need to complete a questionnaire about other dogs and sign to confirm that they are safe with children. We will also complete a Dog Assessment (BAAF).

11. Age Range/ Gender

The age range for which the applicant intends to foster needs to be realistic and wide enough for carers to ensure that they have regular placements. Although it can be modified during the assessment, it is helpful to have some discussion about their intended age range and gender, and how this fits in with their available time, accommodation and own children. It may be important for a particular child to be the oldest or youngest or a baby to avoid causing jealousy. Some children may be more easily bullied or led into challenging boundaries.

12. Discrimination & Diversity

Some initial discussion needs to take place about the applicants' attitudes to people from other backgrounds and religions. They need to have some appreciation of why children should be placed in families, which match as closely as possible their own background in terms of race, religion, culture and language. Carers need to be able to help a child with their identity, as well as dealing with discriminatory language and attitudes. Attitudes to people who are Gay and/or Lesbian need to be explored; as well as people who might have a disability such as Mental Health needs. We do not expect applicants to necessarily use the correct language, but an ability to learn is important, and those with entrenched racist , homophobic views need to be ruled out.

13. Recommendations

Following the Initial Assessment Visit, the Social Worker will need to make a recommendation whether or not the assessment goes ahead. This needs to take into account the views of the applicant, as they may have decided they do not wish to proceed. This should also be mindful of the likelihood of the applicants being a useful resource given the backgrounds and types of needs manifested by looked after children. The Initial Assessment Visit should be written up and given to the Team Manager who will make the final decision as to whether to proceed with the Fostering Assessment. Where the decision is not clear-cut or the Social Worker or Manager feels it will be helpful, a further visit will be completed and the case can also be discussed in Team Meetings in terms of areas of practice and development.

Therefore the Team Manager makes a critical analysis on how the case should proceed to:

The Skills to Foster 3-Day Preparation Course
An additional Assessment Visit to the Prospective Foster Carer; or
Case to be closed for no further action

14. The BAAF Form F1 Assessment Process

Once the Initial Fostering Assessment has been analytically assessed and the prospective Foster Carer and his/her Supporter(s) have attended the Skills to Foster Preparation Groups, and the Facilitators have observed positive outcomes from the prospective Foster Carer, the Team Manager of the Recruitment & Assessment Team will transfer the case to the Fostering Assessment Team for the case to be allocated to a Social Worker to commence and complete the BAAF Form F1 Assessment.

The BAAF Form F1 Assessment booklet, detailing the assessment stages is provided to the Fostering Applicant(s) and the process is outlined. The applicant needs to understand that they will be required to talk in detail about their background, relationships and parenting. They also need to be informed that this process could be completed through 9 - 12 Home Visits. The applicant also needs to be informed that they will be assessed against a number of competencies (see Below for CWDC Competencies - Appendices 3) and work with the Social Worker to evidence these. This may seem very daunting and examples should be given to clarify the process and they should be re-assured that they have a number of transferable skills.

The Social Worker should explain that in order to corroborate what they say about themselves, we will need to talk to a number of other people about them. In addition to the list of checks, they will be asked to identify a number of witnesses who will be able to confirm their abilities in certain areas, for example childcare or keeping a confidence.

The applicants should be given the list of checks that we will take up. They may be anxious about the extent of these and particularly at the thought of ex-partners being contacted. The Social Worker needs to explain why this needs to happen and reassure them that we are aware that such references may not always be possible. Read in conjunction with Appendixes 5.

15. Competencies linked to the CWDC for Prospective Foster Carers

1.	Can care for children and young people, by:
	1.1	Providing a good standard of care to other people’s children which promotes healthy emotional, physical, sexual and intellectual development throughout childhood and into adulthood.
	1.2	Working closely with children’s families, and others who are important to the child.
	1.3	An ability to accept and provide care for a child as she/he is.
	1.4	Setting appropriate boundaries and managing children’s behaviour within these, without use of physical or other inappropriate punishment.
	1.5	Having knowledge of normal child development and being able to listen and communicate with children appropriate to their age and understanding.
2.	Provide a safe and caring environment, by:
	2.1	Ensuring that the children are cared for in a home where they are safe from harm and abuse.
	2.2	Helping children keep themselves safe from harm or abuse, and to know how to seek help if their safety is threatened.
	2.3	Recognising the particular vulnerability of disabled children to abuse and discrimination.
3.	Work as part of a team, by:
	3.1	Working with other professional people and contribute to the department’s planning for the child/young person and as an advocate for the child.
	3.2	Communicating effectively.
	3.3	Keeping information confidential.
	3.4	Understanding the implications of the effects of discrimination and racism.
	3.5	Promoting an anti-racist and anti-discriminatory approach to parenting.
4.	Think about your own professional development, by:
	4.1	Appreciating how your personal experiences have affected yourself and your family and the impact that fostering will have on you all.
	4.2	Having people and links within the community, which provide support.
	4.3	Using training opportunities to improve skills
	4.4	Sustaining positive relationships and maintaining effective functioning through periods of stress.

Appendix 1: Practice Guidance for Completing Initial Assessments of Prospective Foster Carers

Aims of assessment

The Fostering Initial Assessment is designed to use a number of methods and approaches to elicit applicants’ existing skills, identify the gaps in their knowledge and abilities and clarify the fostering task. As such, it aims to ensure that the applicant will provide a safe and caring environment and will be able to meet the range of needs presented by a foster child. Central to the process is the aim of excluding potential abusers and other inappropriate applicants through a rigorously analytical and investigative process.

What is a good assessment?

The Code of Practice states that good assessment must be “efficient, effective, thorough and fair”.

Efficient assessments are planned at the outset and have clear time scales set out in an Assessment Plan. Checks should be submitted at the beginning to ensure that there is no delay at the end of the process. Any issues, which have been raised from the Initial Visit or Skills to Foster Preparation Group, should be discussed early in the assessment to avoid wasting time if it is decided not to continue with the assessment.

Effective assessments use a range of methods to obtain information. Therefore Social Workers should use such eclectic approaches as:

Attachment Theory to assess the current emotional functioning of applicants and how far they are secure and autonomous individuals. Attachment Theory is also used to determine the level of positive interactions between the Applicant and his/her own children and family members.
Systems Theory - Assessors should look at the family as a system and examine the relationships within the family and their relationship with their community. The family should be used as a means if identifying applicants’ existing skills and the areas that they need to develop. These can be used creatively, for instance the applicants’ own life experiences of loss and separation give them insight into the similar experiences of foster children. The Skills to Foster Preparation Group Assessment will include observations of the applicants in a group setting.
Child Development Theory - Assessors will need ensure that the Applicant has understanding of Child Care and Development including the stages of development the child or young people go through.
Ecological Approaches - to assess and determine environmental factors which can impact upon the needs of a child and young people, such as the Applicants experiences of adversity; financial issues, housing and employment.
Psychodynamic Theory: This will include understanding the Applicants history and how intergenerational patterns of behaviour can be passed from one generation to another - to illustrate ideas around chastisement and behavioural management.

Thorough assessments need to be investigative in order to prevent potential child abusers from being approved. To this end a chronology needs to be taken and any gaps explained. Ex-partners should normally be interviewed , any circumstances where this may be inappropriate should be agreed in supervision with the Team Manager. The Social Worker should analyse the information given and any incongruities should be followed up and adequately explained. Evidence should be obtained to support their identified skills. See Suggestions for Evidencing the Competencies.

Fair assessments ensure that applicants are aware if the criteria against which they are being judged and that they understand the assessment process and the part that they need to play. There should also be a clear definition of confidentiality and who will have access to information about them. Differences in value base should be made explicit.

Appendix 2: Practice Guidance for Completing BAAF Form F1 Assessments of Prospective Foster Carers

BAAF Form1 Assessment Process.

It is essential that the Applicant who is proceeding to the next stage of the Fostering Assessment is informed about the BAAF Form F Assessment, by showing the applicants the BAAF Form F1 Assessment and describe the purposes of Part 1, Part 2 and the CWDC Competencies.

Part 1 is factual information, which looks at their personal details and forms the basis for the checks and references, which need to be carried out.
Part 2 is an in-depth analysis of their family background and relationships and their understanding of the fostering task.
The competencies are the criteria, which are applied to assess whether or not they have the skills to undertake the task. Clarify that you do not expect them to have all the skills at this stage and that there will be opportunities for training and development once they are approved.
Part 3 should be completed for applicants who intend to care for children with disabilities.

See Appendix 4: Practice Guidance Good Enough Applicants for guidance on what would normally be regarded as essential attributes and skills and those that applicants may need to acquire through support, training and experience.

Give the applicant booklet on Becoming a Foster Carer and read through the competencies and explain what they mean.

Explain that the assessment process and acknowledge that it can seem very intrusive as it involves knowing intimate details about the family’s background and relationships, as well as corroborating information with other people and possible unannounced visits.

Explain that issues of confidentiality will be discussed with them and that when you are talking to other people about them, the boundaries of the discussion will be agreed e.g. you will not reveal any personal details about their relationship to neighbours.

Clarify the difference between people who are providing evidence and the personal referees, with whom it will be necessary to have a full discussion about any issues that arise during the assessment.

Explain the different methods of collecting evidence and that the applicants will need to be actively involved in this by suggesting sources of evidence, doing written exercises or arranging observations or meetings to assist the Social Worker in collecting the necessary information. (See Appendix 3: Suggestions for Evidencing the Competencies).

Identify what specific evidence could be used to evidence the competencies. It is better to start with the evidence and decide which competency or competencies this would provide evidence for e.g. an observation with a friend’s child could provide evidence for paragraph 1.1, paragraph 1.3 and paragraph 3.2. However, you will probably need more that one piece of evidence for each competency, which may provide supporting information or information from a different perspective (e.g. communicating effectively would require evidence of communication with children, adults and professionals, verbally and in writing.)

Complete the assessment plan. Book nine - twelve assessment visits, and confirm who will be present for each (for example, both partners, one partner, children) and which sections of the Form F will be discussed. An additional visit will be required if the applicants are being assessed to care for disabled children when Part 3 of the Form F needs to be completed. In addition, schedule a visit to discuss the completed Form F and an approximate date for the pre-panel meeting with the Manager. Within these timescales list the assessment tasks and identify who will do what. Explain that it will be reviewed during the assessment to ensure that there was sufficient evidence to cover all the competencies. There is a need to get a balance between obtaining too much evidence and too little.

The Pre-Panel Check List should be used to keep a record of when checks are completed,

Involve the family’s children as appropriate. Their written comments or pictures about fostering can be included as part of the Fostering Assessment..

Explain that the carers will see the finished report and can record any disagreements that they have with it or ask for inaccuracies to be changed.

Subsequent Activities

Observations should be recorded on Record of Observations Form and included in the BAAF Form F1 Assessment.

Witness statements can be recorded on Witness Statement Form. It is important to get specific examples, rather than generalisations. Be clear with someone giving a witness statement about whether negative information can be discussed with the applicant. If not, you will need to use the information to probe further without giving away the source of the information.

If you are assessing a couple, you need to see them separately as well as together. In addition, you need to see children both with their parents and on their own.

Any uncertainties or concerns should be discussed with the Team Manager at an early stage and decisions about discontinuing the assessment should be made jointly with the Team Manager.

Consideration should be given to the possibility of going as unannounced visit e.g. to check that the household is a smoke free environment and that there are no safeguarding issues..

Arrange to interview the referees around the middle of the assessment period. This ensures that you will be able to discuss with them issues, which have been raised in the middle assessment and also allow time to discuss with the applicants any issues raised by the referees. See Appendix 5: Practice Guidance for Referees' Visits.

Interview the nominated carers and complete their CRB forms. Obtain their signed consent to undertake a Local Authority check.

Build in a review when you will ascertain what information you still need to gather and how this could be done.

The Assessment Plan should be given to the Team Manager, as it will form the basis of supervision of the case.

All parts of the Form F Assessment need to be completed before going to the Fostering Panel for Approval. The Pre-Panel Checklist can be used to ensure all the required information is present. The Team Manager may ask for additional work to be done before the report is submitted.

Appendix 3: Suggestions for Evidencing the Competencies

Methods of Collecting Evidence

The following are ways in which evidence can be collected:

Observation from Preparation Groups
Written work undertaken in Preparation Group.
Health and safety checklist.
Training Certificates
References/ testimonials from employers, health visitors, teachers, voluntary activities, people whose children they have looked after.
Observations of them with their own or other people’s children.
Observations at meetings work (if relevant).
Discussions with own children or other children they have looked after.
Eco-map.
Identifying significant events in their personal history and how they respond to them.
Written and verbal questions or scenarios, which explore the applicants’ understanding of areas, for which they cannot provide, direct evidence e.g. managing challenging behaviour, sexual abuse, contact.
Role-play.

Providing a good standard of care to other people’s children who promotes healthy emotional, physical and sexual development as well as their health and educational achievement.

Interviews with the parents of children whom they have looked after.
Interviews with the children, if they are old enough.
Examples of children who they know and how their personalities and experiences require different responses.
Letter from or interview with school about how they have supported their own children educationally.
Comments of their own children of their upbringing.
How did they talk to their own children about sex and adult relationships?

Working closely with children’s families, and others who are important to the child.

If they have separated from their partner, how have they enabled their own children to keep in touch with the partner and his/her family.
Their ideas on ways in which they could involve parents in the life of the child.
Examples of decisions they are able to make about a child and those they should consult about.
What is their understanding of the importance of and the differences in family culture? How would they help children keep in touch with their cultural background?
Can they demonstrate sensitivity? An example of something they did or said that affected someone else’s feelings.
Is there a time when they have calmed down someone who was angry?
What are their feelings about working with a parent who has abused their child?
What is their understanding of the reasons that the children are looked after? Can they discuss this in a non-judgemental way?
How will they explain to children why they are being ‘looked after’ and why parents have not turned up for contact?

Setting appropriate boundaries and managing children’s behaviour within these, without use of physical or other inappropriate punishment.

Give them scenarios and ask them how they would manage various behaviours, or role-play them.
What are their family rules and how do they manage their own children’s behaviour?
Evidence from applicants’ children about how their behaviour was managed? Did they receive praise?
How did their parents manage their behaviour and what have they copied with their own children/ what have they changed?
Did they smack their own children and what are their current views on this issue?
What is their understanding of why children misbehave?
Do they see behaviour management as a punishment or a strategy to help children develop socially acceptable behaviour?

Having knowledge of normal child development and being able to listen and communicate with children appropriate to their age and understanding.

Exercise on child development.
Observation with children.
Can they give examples of ways they would help a child make developmental progress physically, emotionally and cognitively?
Can they suggest ways they could use play to communicate with children?

Ensuring that the children are cared for in a home where they are safe from harm and abuse.

Exercises Risky Business and Making the Foster Home Safer.
What are family rules around privacy/ nudity?
Health and safety checklist.
History of accidents and illness with regard to their own children.
Is there an awareness of risk from adults, even those who are known and trusted?
What criteria do applicants use in selecting baby-sitters?
Is the family socially isolated?
If a single applicant, what do they plan to do if they meet a potential new partner?
Have witnesses/ referees observed applicants losing their temper and under what circumstances? What is their tolerance of frustration?
Applicants’ own children can comment on how their parents have protected them.
How do they deal with strong feelings e.g. anger, love, loss?
Would they say ‘no’ to a placement that they felt they would not be able to manage?
Can they give examples of the kinds of behaviour that might indicate that a child has been sexually or physically abused?
How would they help a child learn about good and bad touches?
If the applicant has been abused how have they dealt with it and how would they use their experience to keep a foster child safe?

Working with other professional people and contribute to the department’s planning for the child/ young person

Evidence from school/ health visitor and other professionals they have been involved with regard to their own children.
Employer’s references.
How they have worked to deadlines at work/ college?
Give an example of a situation of conflict that they have worked to resolve.
Have they experience of attending meetings or other situations they have to put their point of view across.

Communicating effectively

An example of a report they have written at work (ensuring that confidentiality is maintained).
How have they explained sensitive issues to their own children?
What would they do if a child disclosed abuse to them?
If their English is not of a standard that will allow them to participate in meetings, training, discussions with Social Workers, are they prepared to attend classes? Is this commitment followed through?

Keeping information confidential

A witness statement giving an example of a time when they had kept some information confidential.
What are their plans for storing information about foster children – do they keep their existing household records in a systematic way?
How would they help foster children maintain their confidentiality?
Has there been a time when they needed to break a confidence?

Promoting equality, diversity and right of individuals and groups within society

Has there been a time when the applicant experienced feeling ‘different’?
Comments on video e.g. A Class Divided
How willing are the applicants to change their perspectives and increase their awareness about all forms of discrimination e.g. do they change their language after correct terms are pointed out to them?
Can witnesses/ referees give examples of how applicants have challenged discrimination/ promoted self-esteem of their children?
Do they understand that discrimination is abusive?

Appreciating how your personal experiences have affected yourself and your family.

How have they explained fostering to their children and how have they been involved in the decision to foster?
Personal history. What have they learnt from their experiences?
What have they learnt form experiences of separation and loss and how can they relate this to the experiences of foster children?
What impact will fostering have on their family?

Having people and links within the community, which provide support.

Eco-map
Can witnesses/ referees give examples of times when applicants have requested help?
What recreational activities do they have?

Using training opportunities to improve skills.

Examples of training which applicants have undertaken.
Examples of skills or situations, which have improved after training, advice or support.
Observation during assessment of their ability to integrate new ideas.
Skills to Foster 3-day Preparation Group Observations.

Sustaining positive relationships and maintaining effective functioning through periods of stress.

How have they supported members of their family through stressful times?
How has their own functioning been affected during periods of stress and what support have they asked for?
Can they give examples of times when they have stepped back from a stressful situation?
How do they identify when they are reaching their limit and what do they do?
Has there been a time when they cared for a child where the relationship has been difficult or seemed unrewarding?

Appendix 4: Practice Guidance Good Enough Applicants

What they need:

These are qualities that would be expected of good parents:
Genuine interest and affection for children.
Evidence of emotional warmth towards children.
Ability to communicate with children in a way that they can understand.
Ability to provide a stimulating environment/ support child educationally.
Ability to maintain consistent boundaries without the use of inappropriate punishment or harsh language.
Ability to regain a positive relationship with the child after a period of discord.
Ability to help a child develop positive self-esteem and identity.
Ability to promote relationships with important people in a child’s life.
Evidence of working with other professionals (e.g. health and education) in the interests of the child.
Ability to help the child develop independence/ self-care skills.
Ability to keep the child safe.
Ability to maintain confidentiality.
Ability to talk about one’s own feelings, to acknowledge mistakes and be able to ask for help.
Ability to keep a child safe from abuse or hazards in the environment.

Other attributes:

Ability to care about someone else’s child.
Ability to be flexible and resilient.
A good support network.
Ability to cope with stressful situations that they have not previously experienced and ask for help before they reach their limits.
Willingness to attend training and support groups.
Tolerance and acceptance of other cultures, religions and lifestyles.
Evidence of confiding relationships and resolution of past traumas and losses.
Understanding of children’s development and changing needs.

What they may need to learn:

These are skills which they might not necessarily have at the assessment stage but will be able to learn:

To maintain emotional warmth when the child invites rejection.
To communicate with children, who are rejecting, have been abused or have learning difficulties or developmental difficulties or mental health problems.
To provide a stimulating environment for children who have learning disabilities.
Ability to manage challenging behaviours and foster attachment.
To work with parents who have abused or neglected their child.
To help the child make sense of their past experiences.
To work with Care Plans within the legal framework and participate in formal meetings and reviews.
To work with the extra vulnerability of Looked After Children and the need to protect other children from abuse.
To understand in depth the relationship between past experiences and present difficulties.
Willingness to improve written and spoken English where necessary.
Willingness to increase understanding of other cultures, religions and lifestyles.
Some knowledge of the legal framework, including the Children Act and National Minimum Standards.

What we may be able to assist with:

Communication skills e.g. ESOL classes.
Resources (e.g. equipment).
Advocacy regarding housing.
Support networks (e.g. other foster carers).
Remuneration.
Transport costs

Appendix 5: Practice Guidance for Referees' Visits

The assessor should arrange to meet the referee at a mutually convenient time and place.

The assessor should start the interview by explaining the following:

It is a legal requirement that referees are interviewed and a report written.
The reference is confidential and the content will not be disclosed to the applicant without the express permission of the referee.
Giving a reference is a responsible task as the safety and well beings of vulnerable children are at stake.
A brief description of the fostering task.
The competency approach and the need for specific examples.

If the referee has not yet completed or sent back the written reference the assessor should offer whatever assistance is necessary for this to be done.

The written report of the interview should state the name of the referee, the date of the visit and who was present. It should start by giving some information about the referee to set the reference in context.

Questions to be asked:

How long have you know the applicants and in what capacity?
Do you know why the applicants want to foster?
What is your view of their parenting ability? Give reasons.
What can the applicants offer a foster child/ young person?
How do you think birth children will cope with a foster child, young person in the home? What are their birth children doing now? Have they exhibited any particular difficulties?
Do you think birth children will be a source of support with caring for foster children/ young people?
How do they keep children/ young people safe? Give examples.
Where will they get support for fostering?
How do they/ would they cope with difficult behaviour?
How do the applicants manage their children’s behaviour?
What is your opinion of how they will work with birth families and Social Workers?
What are the applicants’ views about bringing up children in a multi-racial society?
Will they challenge racism?
What is the applicants’ attitude towards gay and lesbian relationships?
What is the applicants’ attitude towards people with disabilities?
What are the applicants’ views on the roles of men and women?
What are the applicants’ social responsibility and activities? How will these be affected if they start fostering?
What are the applicants’ main strengths?
What may the applicant need help with?
Do they have any criminal involvement or convictions?
Are they in good health?
How do the applicants cope with stress?
Would the applicant ever abuse or neglect a child/ young person?
Would you recommend them to us? Would you want the applicants to care for your own children?
Any additional comments?

The written report of the interview should state the Social Worker’s impression of the referee and how valuable they thought their opinion was.

Appendix 6: Guidelines on Assessing Nominated Fostering Supporters

Role

Prospective foster carers are asked to think about the kinds of support that could be offered by members of their support network. This could range from occasional emotional support or practical advice over the telephone to helping with children on a regular basis.

They are asked to identify preferably two people who would be available to assist in an emergency. In some instances, support may be needed on a more regular basis, depending on the applicants’ other commitments. For instance, if a carer is working in the mornings, a nominated carer could be involved in taking a child to school.

Standards

All nominated carers should have a current CRB check and information about their suitability should be obtained form their Local Authority. If they reside in Lambeth, a Framework check would be completed as part of the ongoing Statutory Checks.

All nominated carers should be visited. The extent of the assessment should reflect the potential amount of involvement that they are likely to have with Foster Children and Young People. Where carers are offering emergency back up only, the Nominated Foster Carer's Supporters Form should be completed by the Assessing Social Worker.

Where the carers are likely to have a greater involvement in the lives of Foster Children and Young People and where they may be cared for in the nominated Foster Carer's Supporters own home, a more in-depth assessment needs to be completed. This would involve the following:

Health and safety check
CRB and Local Authority checks on other members of the household.
Interviews with nominated carers and other members of the household who will have significant, regular contact with foster children. Areas to be covered should include:

Information about them:

Childcare experience, including caring for other people’s children
Methods of behaviour management
Attitude to diversity
Availability

Information about fostering

Background and experience of Looked After Children & Young People
Behaviour management
Safer caring practices
Confidentiality
Equal opportunities and anti-discriminatory practice

Appendix 7: Family Member Interview Questions

Name of Applicant:

Relationship to applicant:

Date and location of interview:

Some questions that can be asked:

Which of your parents was the applicant closes to?
Which sibling was the applicant closest to?
Was the applicant close to any other family member?
Do you think that the applicant made friends easily?
Did the applicant have special friends?
Were you encouraged to take friends home?
Do you think that the applicant might say individuals were treated differently in your home?
Who did the applicant go to when he/ she was upset?
How did the applicant express anger?
How were your siblings disciplined?
What were the main family’s rules?
What was your relationship with the applicant as a child and now?
Do you have any concerns around the applicant’s ability to care for children?
How does the applicant deal with stressful situations?
Will you be part of the applicants support network?
What support do you think you could provide?

*Do not share the applicants’ information with family members.

Questions are designed to give indicators about attachments, resilience and mental health.

Appendix 8: Practice Guidance for Assessing Dogs

Initial Assessment

1.	The following dogs, proscribed by the Dangerous Dogs Act 1991, are not allowed in a foster home: Pit bull Terriers Japanese Dogo Argentines Fila Brazillieros
2.	Special caution should also be exercised when assessing households containing: An Alsatian (German Shepherd) Rottweiler Doberman Bulldog A pack (more than two) dogs
3.	The safety of the child should also be paramount. It is the responsibility of the dog owner to demonstrate the dog’s ability to cope with children and that the owner has a responsible attitude and a good understanding of the issues involved. Responsible dog owners should not mind a check being made on the dog as well as a check on their suitability to be carers.
4.	It is important to know whether the dog has lived with children, still lives with children or has any experience of children. Was this experience positive?
5.	Size of dog is important, especially where vulnerable children are involved. However, small dogs can be snappy and the suitability depends on the dog’s temperament.
6.	If there is any doubt about the suitability of the dog, the opinion of the local warden a vet and or an animal behaviourist should be sought.
7.	The dog assessment questionnaire should be completed.
8.	Foster Carers may keep other animals and these will be considered on an individual basis during the assessment process, and therefore the risks associated with cats, birds, rodents and reptiles will also have to be determined on a case-by-case basis. . Animals that have to be registered under Dangerous Wild Animals Act 1976 will rule out the use of an applicant’s home for Foster Care.
9.	It is acknowledged that all dogs have the potential to be dangerous and that children can provoke attacks from dogs. Foster carers must supervise both the child and the dog at all times, to ensure that these occurrences do not take place.

Supply the leaflet on Complaints and Representations Procedure.

Appendix 9: List of Information for New Foster Carers

Foster Carers’ Handbook
Education Support Pack
UK National Standards or National Minimum Standards
Safer Caring Book
Equal Opportunities Statement
Complaints and Representation Procedure
Information about insurance
Equipment list
Information about remuneration payments for Foster Carers via Access to Resources
Statement of purpose, including structure chart of Fostering & Adoption Services.
CYPS roles and telephone numbers for Fostering & Adoption Services. Out of Hours Service and Emergency Duty Team.
Diary to record appointments
A5 ruled log book for each potential placement (carer will need to supply subsequent books)
CWDC Foster Carer's Training Portfolio
Ring binder (for keeping training material and information).
Allowance claim forms (short break carers only)
Training booklet and application forms
Dates of Support Groups.

End