THE SKILLS TO FOSTER ASSESSMENT FAMILY AND FRIENDS FOSTER CARERS

THE SKILLS TO FOSTER ASSESSMENT: FAMILY AND FRIENDS FOSTER CARERS

This section is to be completed in addition to sections 1, 2, 3, 4 and 8as part of a fostering assessment of a family member, friend or other connected person under the Fostering Services (England) Regulations 2011. Guidance on completing this form can be found in the social worker’sguide,The Skills to Foster Assessment: family and friends.

Preparation training
Name of session / Date/s attended
Outline the content of the session/s. Did the applicant attend a specific Family and Friends preparation course or mainstream fostering preparation course?
Post placement support services
Does the child have any needs the applicant is unable to meet? If so, what are the plans to ensure these needs are met? Include details of any supportgroups, training etc. available specifically to family and friends foster carers.
Support network
Name / Detail level and type of support offered / Have they been interviewed?
Yes
No
Yes
No
Yes
No

Skills assessment

Comment on the applicant’s skills, qualities, knowledge and abilities in relation to the child placed or to be placed, using evidence wherever possible. See assessor’s guide for further assistance.

1 Understand the role of a family and friends foster carer

1.1 Experience of caring for this child
Describe the extent of the applicant’sexperience of caring for this child. How long have they known them? How involved were they with caring for them prior to this placement?How well is the child fitting in to/ likely to fit into this family? / 1.1a
1.2Confidentiality
What experience does the applicant have in dealing with confidential issues? How well might they keep information confidential even from family members, if necessary? What is their understanding of how they can alert others to the possible risks from the child without breaching their confidentiality? / 1.3b
1.3Working with the team
To what extent does the applicant have the skills and ability to work with other professionals and contribute to the planning process for the child? If they have been involved with social care services previously, how well did they engage with professionals? / 1.1c
1.1d
1.4Record keeping
Can the applicant demonstrate they can keep accurate written records? How will they enable thechild to keep their own records and memorabilia? / 3.2b
3.2c
1.5Promotion of equality and diversity
Does the applicant have an understanding of the importance of promoting the child’s ethnic, religious, cultural and linguistic background? How do/will they help the child feel good about who they are? How might they deal with negative views from others towards themselves or the child? / 1.2a
1.2b
1.6Communication skills
To what extent can the applicant demonstrate the skills and ability to communicate effectively and what examples can they give of how they have or might overcome some of the difficulties in communicating with thechild? How might they help them to share their wishes and feelings? / 3.1a
3.1b
3.1c

2 Understand health, safety and healthy care

2.1 Fire safety
Does the applicant have a good understanding of how to prevent fires in the home? What would they do in case of a fire? Refer to health and safety checklist and fire brigade visit. / 2.2b
2.2 Healthy care
What is their understanding of the child’sallergies, childhood illnesses, medication, infection control procedures, substance misuse and sexual health/sexual identity issues and how to deal with them? Are they able to discuss these issues with the child age appropriately and advise them?Is the child registered with a G.P., dentist and, if necessary, optician?If required, do they ensure the child wears glasses? / 2.3a
2.3b
2.3d
4.5a
4.5b
2.3Medical treatment
How great is their knowledge of first aid and how to access emergency and general medical help? / 2.3c
2.4 Safer caring
Discuss the applicant’s understanding of safer caring issues including the ways in which the child may be harmed by adults/other young people, including through the internet. Can they recognise the indicators of possible abuse and neglect? How would they respond? What is their understanding ofbullying and what action would they take if they felt the child was being harmed? Refer to the family safer caring policy. Can they describe the child’s school/nursery/youth club policy? / 5.2a
5.2b
5.2c
5.3a
5.3b
5.3c
5.3d

3 Understand the development of the child

3.1 Understanding development
What is the extent of the applicant’s knowledge of normal child development? Is there a difference between the child’s chronological and developmental age and what is the applicant’s understanding of this?How are they preparing/will they prepare the child for adulthood? How will they support them through significant life changes and challenges? / 4.1b
4.2b
4.2c
3.2 Understanding and managing behaviour
Discuss the applicant’s ability to manage challenging behaviour in a way that is safe, using appropriate techniques. Are they flexible in their attitude to managing behaviour? Can the applicant identify examples of the child’s risky behaviour and how they are managing/will manage this? How does/will the family reduce and manage any risks to themselves? / 2.4a
2.4b
2.4c
3.3Understanding attachment and resilience
Discuss the applicant’s ability to appreciate the difficulties that the child may have building positive relationships due to their previous experiences of abuse, trauma, separation, loss etc. How are/will they help them cope with major difficulties and develop positive self esteem? / 4.1a
4.2a
3.4 Play and activities
Describe the leisure activities, sports, hobbies and interests the applicantplans to encourage the child to participate in. Does the applicant feel it is important to involve him/her in such activities?What will they do if the child does not have any appropriate interests or want to join in any family activities? What is their understanding of the importance of routines for the child? / 4.3a
4.3b
4.3c
3.5 Supporting education
How does the applicant plan to encourage and support the child with their education- including further education & employment? How would they support him/her if they stopped attending school; will they be available to do this on a longer term basis if necessary? What skills do they have to be able to advocate on behalf of the child to ensure their educational needs are met? Refer to interview with teacher from applicant’s child’s school if applicable. / 4.4a
4.4b
4.4c

4 Develop yourself

4.1 Understanding the impact of fostering
What does the applicantunderstand of the impact fostering this childwill have on their own family life and what changes do they anticipate they will need to make? How do they plan to support their own children?
4.2 Providing a positive role model
Does the applicant understand the importance of providing a positive role model for the child they are, or will be, fostering? Does their behaviour cause any concerns in line with your fostering services’ policies?
4.3 Dealing with stress
How does the applicant deal with disruptions to and stresses in their daily life? Will they need to find alternative ways of dealing with stress when they are fostering? Is there a risk they may become stressed, anxious or depressed? How likely are they to actively seek appropriate support and guidance? Refer to personal referee interviews. / 6.1b
4.4Professional development
What is the applicant’s understanding of and attitude to supervision and ongoing training? How do they feel training or other development opportunities could help them? / 6.2a

© The Fostering Network 2011