Notes below from members’ discussion:
- Value of references - workplace has become - worked from x to y
- Personal references - likely to be people who give a positive reference
- Discussion regarding serious case review - where a personal reference was a little negative, so the agency undertook more references - the report says as if to try and prove the negative one wrong, rather than an in-depth discussion with the referee regarding their comments - CL shared example
- Discussion regarding revisiting references within the first year of fostering - some thought this was a good idea - on first request of a reference, say that will be in touch before first review to gain comments on how they have adjusted to fostering - any new comments from the references
- Discussion regarding serious case review - not enough curiosity of why people leave jobs (once approved as a foster carer) - if in a review period they have had a number of job roles, reasons for leaving - not explored. CL provided an example within serious case review - carer left his role and the workplace possibly relieved he did rather than having to take him down performance-related concerns route
- Scope to gain more info
- Transfers - although not required to undertake all the checks etc - most agencies do and do not rely on historical info - There could be changes within the period/someone else's assessment
- Safeguarding trumps GDPR
- Work references - only give dates and if subject to disciplinary
- Working together docs - legislation and reference the importance of this
- Do people understand GDPR - Massively risk-averse
- Verify - all refs - some a few, but all do professional references
- Professional refs - sharing info
- Personal referencess protect the individual
- When verifying, take notes and send to person to sign the content and say if they don't respond in xx days then we will assume they are happy with the conversation notes etc
- Some do this via an email or electronic signature, or approve through click of button
- Discussion regarding giving out info as an agency and people’s reluctance, yet there is an expectation that others share - can't have it both ways - must work together
- Local authority should be a positive role model
- Asked if can respond - met with “our policy” - this isn’t good enough
- Employment refs - paranoid if they don't get the job applied for then the employee might go back to their employer to see why not - so employers don't provide any info
- Discussed the importance of asking the question “do you have concerns or know any reason why this person should not work with children” - the question must be asked and employers have a duty of care to children if they know anything about why someone might be inappropriate
- Schools - open discussion regarding how to parent their own children - often masked● Need to understand the context of people’s comments in references - hence the following-up
- Agencies also need to be clear on providing the info to referees so they are fully informed of what fostering entails
- Person giving the reference - weigh up - a holistic approach to the assessment
- Probing and asking relevant questions once you know the applicants a little more, as this would be meaningless at the start - need to ask specific questions based on what you are observing or hearing, knowing the applicants
- Timing is crucial
- Soft info - would you employ this person again
- If references are visited too early in the process - do you revisit once you know more and delve deeper, asking additional questions that help form the evidence etc
- References - people who know the applicants together, separately - who know the children and family
- Agencies - 2 follow-up interviews - some do all, but 2 is the minimum
- Professional refs - followed up and verified
- 2 personal ones extended
- Where there is a single applicant - agencies complete 4 references (some more or less and some needs-led)
- Couple - 3 each person (as above regarding differences)
- Voluntary references - e.g. if involved with Scouts, football, or any groups that involve children
- All references should be relevant and informative
- Grow the amount depending on the info and history
- Policy - some agencies offer advice notes in their policy and some don't - good idea to
- Randomly select out of 6 references - people to pursue so doesn’t identify any one person
- What if they can't name 6 - does this make their approval vulnerable due to limited support networks?
- Chronologies help form what needs to be done
- Discussion to applicants - do not withhold info, does not mean they aren’t suitable but can explore and balance
- Homework - guide to write their own life story
- Send chronologies regarding school life, home, work, etc. No gaps
- Chronologies support where to start with seeking refs
- Discussion regarding an agreement with support networks, changes to work, interests - concerns to be shared
- Adult children - always undertake checks
- Risk assessment for adults living at home who are not foster carers
- Consensual enquiry - has all the names of everyone living at home, named and signed
- Every 3 years checks
- Ex-partners - suitability of caring for young people, not them as a person
- Mixed responses regarding visiting checks beyond the first year - what this could bring up, but equally helpful to see how fostering has impacted on relationships, etc.
- Letter - to referees - the importance of sharing and informing if they see concerns
- Idea - leaflet to say more about why references are important and about how to contact should anything need to be shared
- If don’t tell us don't know
- If you don’t ask you don’t know - so ask
- Discussion regarding carers who lose friendships or support networks when children have been challenging to foster carers
- Discussion regarding the importance of checks and references being “live” and used in an ongoing way as required
- Useful to have the perspective of people who are “in the lives of” foster carers and not miles away and might not see changes in presentation
- Role of fostering panel and their interest in references and checks, and how the content transfers into the assessment docs and analysis.
